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November 1952 
Volume 87 Number 11 

The Instructor is official organ of the Sunday Schools of the Chui-ch of Jesus Christ of Latter- 
day Saints and is devoted to the study of what to teach and how to teach according to the 
restored Gospel. * 


The theme of The Instructor this 
month is storytelling. For an ap- 
propriate front cover subject photog- 
rapher Ray G. Jones took a picture 
of Elder Richard J. Marshall, who 
recently returned from the Hawaiian 
mission, and Brother and Sister Ed- 
ward Y. Okazaki, recent converts to 
the Church, whose home is in Wai- 
luku on the Island of Maui. As they 
stand before the statue of Joseph 
Smith on Temple Square, Elder Mar- 
shall is recounting to his friends the 
story of the Prophet and the restora- 
tion of the Gospel. 

Brother Okazaki was graduated 
this year from the University of 
Utah, majoring in social work. While 
he attended school, his wife served 
in Salt Lake City as an exchange 
teacher from the Islands. Both have 
been happy in Salt Lake City and 
have been very active in ward and 
stake organizations. 

Though they are the listeners in 
this picture. Brother and Sister Oka- 
zaki have many interesting stories 
to tell about their own experiences in 
the Church. 

Photo by Ray G. Jones 


President David O. McKay 

Associate Editor: 

General Superintendent George R. Hill 

Contributing Editor: 

Milton Bennion 

Managing Editor: 

Richard E. Folland 

Editorial Staff: 

Marie C. Richards 

Bonnie E. Oliver 

Boyd O. Hatch 

IiT^tructor Co"ini tfee: 

Wendell J. Ashton, Kenneth S. Bennion, 

Marie Fox Felt, Richard E. Folland 


Editorials: Jesus, The Master Storyteller— Fresi^Zenf David O. McKay - 321 

The Latter-day Saint Melting Fot— Milton Bennion 323 

Without God There Can Be No Thanksgiving— E/rfer Mark E. Petersen 324 

Storytelling Among tlie Polynesians— EZcfer Matthew Cowley 326 

Every Man's Life Is His Story— Thomas L. Martin 327 

Suggested Christmas Worship Service— MeZ&« Glade and Florence S. Allen ....328 

Dramatization Can Be Fun— Inez Witbeck 329 

Faith-Promoting Stories Found in Church History— Preston Nibley 330 

What Makes A Story?-WendeU J. Ashton - 331 

Sacred Scripture— How Preserved and Handed Down— Sidney B. Sperry 332 

Making the Gospel Live Through Stories and Poetiy— Margaret Ipson 333 

Spiritual Development Through Memorization ..— 335 

Wide Walls (Poem) 336 

Pictures Help Our Pupils to Understand— KenneiTi S. Bennion 336 

"Jesus Baptized" - Center spread 

"Making the Home Beautiful" Center spread 

How Christmas Came to Be— Marie Fox Felt .- 337 

The First Christmas Night (Carol)— Moiselle Renstrom .. 337 

Book Reviews— MiZfon Bennion 338 

Scandinavia Today 
George, The Handcart Boy 
Departments : 

Superintendents: Advancement Through the Courses of Gospel Study 

-George R. Hill - 340 

Order and Reverence in the Worship Service 

-George R. Hill 341 

Librarians: The Crescent Ward Uhrary-Hazel West Lewis 342 

Music: Hymn of the Month -344 

Sacrament Music and Gem 344 

Teacher Training: A Plan Is Important!— Leo/i M. Wright .- 345 

Ward Faculty: The Integrated Sunday School Program 

—David Lawrence McKay 346 

Junior Sunday School: 

Working With 'Paxents—Addie L. Swapp .- 348 

Sacrament Gem 350 

Supplementary Material — 350 

Humor, Wit, and Wisdom 352 

Poems of Thanksgiving from the Bible-Lorna C. Alder - 352 

Islands of the Pacific - Inside back cover 

One Turned Back-Wendell }. Ashton Back cover 

Art Work by Abe H. Lewis 

oAssociate Editor for November: 

c^arie Fox Felt 


Stories and Storytelling 

Publishers: Deseret Sunday School Union, 50 North Main Street, Salt Lake City 1, Utah. 
Published the first of everv month at Salt Lake City, Utah. Subscription price $2.00 a year, 
in advance, single copy, 20 cents. Entered at the Post Office, Salt Lake City, as second class 
matter. Acceptable for maihng at special rate of postage provided in Section 1103. Act of 
October 3, 1917, authorized on July 8, 1928. Copyright 1952, by the Deseret Sunday School 
Union Board. All Rights Reserved. The Instructor is not responsible for unsolicited manuscripts, 
but welcomes contributions. All manuscripts must be accompanied by sufficient postage for 
de'ivery and retiirn. Fifteen days' notice required for change of address. When ordenng a 
change, please include address slip from a recent issue of the magazine. Address changes can- 
not be made unless the old address as well as the new one is included. 


George R. Hill, General Superintendent; 
David Lawrence McKay, First Assistant General Superintendent; Lynn S. Richards, Second Assistant General Superintendent; 

Wallace F. Bennett, General Treasurer: Richard E. Folland, Executive Secretary 

George R. Hill 
David L. McKay 
Lynn S. Richards 
Wallace F. Bennett 
Richard E. Folland 
Adam S. Bennion 
A. Hamer Reiser 
Inez Witbeck 
Lucy Gedge Sperry 
Marie Fox Felt 
Gerrit de Jong, Jr. 
Earl J. Glade 

Thomas L. Martin 
Wendell J. Ashton 
Edith Ryberg 
A. William Lund 
Archibald F. Bennett 
Kenneth S. Bennion 
J. Holman Waters 
H. Aldous Dixon 
Leland H. Monson 
Alexander Schreiner 
Loma Call Alder 
Margaret Ipson 

A. Parley Bates 
William P. Miller 
Ralph B. Keeler 
Vernon J. LeeMaster 
Claribel W. Aldous 
Eva May Green 
Melba Glade 
Addie L. Swapp 
W. Lowell Castleton 
Henry Eyring 
Carl J. Christensen 
Hazel Fletcher Young 

Hazel W. Lewis 
William E. Berrett 
Lowell M. Durham 
Florence S. Allen 
Beth Hooper 
Wilford Moyle Burton 
Asahel D. Woodruff 
James L. Barker 
Reed H. Bradford 
Frank S. Wise 
David A. Shand 
Newell B. Weight 
Sterling W. Sill 

J. Smith Jacobs 
Clair W. Johnson 
Delmar Dickson 
C. Manley Brown 
Clarence Tyndall 
Norman R. Gulbransen 
Joseph F. Cowley 
Wallace G. Bennett 
Addie J. Gilmore 
CamiUe W. HalUday 
Margaret Hopkinson 
Mima Rasband 
Edith M. Nash 

Advisers to the General Board: John A. Widtsoe and Matthew Cowley 


"By 'Tresident (David 0. oMcKay 

^^HENEVER Jesus Wanted to impress 
a truth upon the minds of the 
people, he did it by teUing a story. 
These stories were called parables. 
The use of the parable is a most ef- 
fective means of teaching religious 
truth. It conveys to the listener or 
reader just what he or she is capable 
of comprehending. That is one rea- 
son why the Savior uses it so freely. 
He spoke in parables at one time 
"because," he said, "they seeing see 
not; and hearing they hear not, . . ." 
{Matthew 13:13.) He knew that 
there were others who were suf- 
ficiently spiritually minded to com- 
prehend the significance of the spir- 
itual truth which he gave, but to 
some it would appear merely a story, 
denoting characters and incidents 
narrated therein. To others, more 
enlightened, it would connote funda- 
mental, glorious principles of faith 
and conduct. Thus, the parable "is 
suited alike to simple and learned. 
The variety of its imagery charms 
many classes and many minds, teach- 
ing all to find divine truth in com- 
mon things." 

Interpretation- Application 

The Bible Dictionary draws a clear 
distinction between tiie interprettt' 
tion of a parable and its application. 
We are going to consider the appli- 
cation, but we must keep in mind 
the difference between the interpre- 
tation and the application, and you 
teachers would do well to keep that 
in mind when you present these par- 
ables to your pupils. 

"The only true interpretation of a 
parable is the meaning which it con- 
veyed or was meant to convey when 
first spoken. The application of a 
parable may be infinitely varied in 
every age and circumstance. In 
many cases, too, the meaning grows 
and deepens by the lessons of history 
and by the teachings of science." 

Let us illustrate: In one parable in 
Luke (it is also given in Matthew), 

we have "A House Divided Against 
Itself." You may all have it in mind, 
but let us consider it together. 

"When the Pharisees heard it, they 
said, This fellow doth not cast out 
devils, but by Beelzebub the prince 
of the devils. 

"And Jesus knew their thoughts, , 
and said unto them. Every kingdom 
divided against itself is brought to 
desolation; and every city or house 
divided against itself shall not stand: 

"And if Satan cast out Satan, he is 
divided against himself; how shall 
then his kingdom stand? 

npHERE is virtue in doing, not in 
promising. It is the doing that 
the Lord wants, not the mere prom- 

"And if I by Beelzebub cast out 
devils, by whom do your children 
cast them out? therefore they shall 
be your judges. 

"But if I cast out devils by the 
Spirit of God, then the kingdom of 
God is come unto you. 

"Or else how can one enter into 
a strong man's house, and spoil his 
goods, except he first bind the strong 
man? and then he will spoil his 

"He that is not with me is against 
me; and he that gathereth not with 
me scattereth abroad." {Matthew 

Now the interpretation of that 
parable takes us right back to the 
scene in which it was given. Jesus 
had performed a miracle; the Phari- 
sees condemned him, and in order 
to justify their condemnation ac- 
cused him of being a prince of devils 
in casting out devils. "Why," he 
said, "should a devil try to cast out 
a devil? A house divided against 
itself cannot stand." And so he re- 
buked them, confounded them from 
their own mouths. 

Now the application: The parable 

may be applied even today, over 
nineteen hundred years after it was 
spoken. For example, if members 
of an organization begin to fight one 
another, then the power of the or- 
ganization is weakened. We may 
apply it in political circles, in a ward; 
we may apply it in a household— a 
house divided against itself cannot 
stand. We may apply it to a father 
and mother disagreeing before their 
children. It is a universal lesson 
which can be applied in all ages, 
though the interpretation may take 
us back to the scene nineteen hun- 
dred years ago. 

Contains Universal Truth 

The principal parables of Jesus 
number about forty. It is apparent 
that we consider only a few of these 
to see how they may be applied in 
daily life. Let me emphasize, even 
a^ the expense of repetition, that a 
parable contains a universal truth, 
and it is that truth which is appli-. 
cable throughout the ages. 

Let us consider three parables 
which you will find in Luke, Chapter 

"And he spake this parable unto 
them, saying, 

"What man of you, having an hun- 
dred sheep, if he lose one of them, 
doth not leave the ninety and nine 
in the wilderness, and go after that 
which is lost, until he find it?" 


"Either what woman having ten 
pieces of silver, if she lose one piece, 
doth not light a candle, and sweep 
the house, and seek diligently till 
she finds it?" 

And having found it she calls in 
the neighbors, and rejoices, and so 


"A certain man had two sons : 

"And the younger of them said to 
his father, Father, give me the por- 



tion of goods that f alleth to me. And 
he divided unto them his Hving. 

"And not many days after the 
younger son gathered all together, 
and took his journey into a far coun- 
try, and there wasted his substance 
with riotous living. 

"And when he had spent all, there 
arose a mighty famine in that land; 
and he began to be in want. 

"And he went and joined himself 
to a citizen of that country; and he 
sent him into his fields to feed 

"And he would fain have filled 
his belly with the husks that the 
swine did eat: and no man gave 
unto him. 

"And when he came to himself, he 
said. How many hired servants of 
my father's have bread enough and 
to spare, and I perish with hunger! 

"I will arise and go to my father, 
and wiU say unto him, Father, I have 
sinned against heaven, and before 

"And am no more worthy to be 
called thy son: make me as one of 
thy hired servants." 

You know the story of how he re- 
turned home and was welcomed. 

What application may we make 
of this?— several— but here is one: 

A Right Approach 

We are all teachers, some are par- 
ents, and we have boys and girls, 
some of whom are indifferent to re- 
ligious things; they are indifferent 
towards their parents, and so o*, 
but there is not one of them who 
cannot be reached if we approach 
him in the right way. I may not be 
able to do it, you may not, but some- 
body may, and I believe that in 
these parables we have a guide to 
the method of reaching those who 
are wayward, not only in the home 
but in the Church, in the Relief So- 
ciety, the Sunday School, the Priest- 
hood quorums. Here are three per- 
sons and things which got lost. First, 
the lost sheep. He had wandered 
from the fold seeking a legitimate 
living, and did not do wrong; he was 
so eager upon getting that which his 
body needed, he unconsciously, not 
willfully, wandered so far away from 
the flock that when darkness came 
he could not be found, and was lost. 
Keep that in mind. 

The second is a lifeless coin, not 
responsible for its acts. It gets lost 
also, but through the carelessness of 
a person. 

The third deliberately chooses 

riotous living, leaves home, and 
comes to starvation and sorrow. 

Now there are three ways in 
which people become indifferent and 
sinful. There is the young man who 
is engrossed in business; he is thor- 
oughly wrapped up in it; it is the 
means by which he may accumu- 
late wealth, and he has lost interest 
in the Church; he has not time to go 
to his quorum meetings, but he is 
not a sinful man; his interests are 
in business, and if I want to bring 
him back I must approach him in 
that business field. Don't you see 
it would be wrong for me to con- 
demn him for doing something which 
is legitimate? His indifference in 
the Church is not due to sinfulness. 

"I'd rather sec a sermon than hear 

one any day. 
I'd rather one would walk with me 

than merely point the way. ..." 
—Edgar A. Guest. 

Here is another boy, (and I have 
one in mind who is on the downward 
track), who is not interested in busi- 
ness; he does not know what to do; 
he has not chosen his vocation. Why 
is he indifferent? His mother died 
when he was only six years of age. 
His father is smoking, drinking and 
living a careless life. The day-school 
teachers are indifferent as to his 
attendance in that little town in 
which he lives, and so he does not 
go even to public school more than 
three or four months in the year. The 
Sunday School teacher has never 
visited his home and is thoughtlessly 
indifferent whether the boy attends 
Sunday School or not. So here is 
not a lost coin, but a lost boy—lost 
because of the indifference of people 
who do not discharge their responsi- 
bility. What he needs is love, kind- 
ness and somebody to show an in- 
terest in him. 

And here is the third, one who is 
smoking, drinking, and living a riot- 
ous life. I am afraid we cannot 
reach him until, like the prodigal 
son, he finds himself, and we must 
help him to find himself. To bring 
him back or convert him, we shall 
just have to say, "My boy, don't you 
see where this is leading you?" But, 
he must find himself, and come back 
and say, "Father, I have sinned." 

There are your three applications. 
They will be applicable to any quo- 
rum, any Sunday School or any other 
organization in this Church. 

Let us take another. The sower 
went forth to sow, and the seeds 
fell in stony places; other seeds fell 
on thin soil, and sprang up and died; 
but some seeds fell in rich soil, and 
produced one hundred fold. {Mat- 
thew 13:3-8.) There is the story- 
what about the application? The 
seed is the Word of God in any 
' dispensation in any time. The Bible 
contains that word— the New Testa- 
ment, the Book of Mormon, the 
Doctrine and Covenants, and the 
Pearl of Great Price. But some- 
times that seed falls in minds that 
have not the background of religion. 
They are in school five days a week, 
and they are thinking about things 
which are really contradictory to the 
truths of religion; and ^ when you 
say something to them about religion 
in the home or Sunday School, it 
just dies; it is choked out. They go 
back to school and find that prayer 
is ridiculed (I speak knowingly). 
Seeds of doubt are planted in the 
hearts of the youth. 

Some of the seeds fall among 
thorns and are choked out. What 
are these thorns? The Bible tells 
us they are the "tares" of the world— 
deceitfulness of riches, lust of other 
things. Luke names three— tares, 
riches, and pleasures of life. Seeds 
of truth fall among people who are 
interested in these things, and are 
choked out. 

That leads us to another parable 
which should be applied, and that 
is the Parable of the Tares. {Mat- 
thew 13:24-30.) A man went out 
and sowed his seed and expected a 
good harvest, but at night an enemy 
came and sowed weeds or tares 
right in the midst of the corn, so 
that when the crops grew, there 
were the tares and weeds right with 
the corn. The application here is 
wonderful; I should like to give it 
to the whole Church. There are 
tares in the Church— indifferent, not 
sinful people, who deal unjustly and 
unrighteously with their neighbors. 
For example, we received a letter 
at tbe President's Office the other 
day naming a certain man, saying, 
"If you do not handle him, you may 
take my name and the names of my 
children off the Church records." 
What is the writer of that letter do- 
ing, even if his accusation be true? 
He is looking at a tare, and he for- 
gets this, that Ananias and Sapphira 
were members of the primitive 
Church; Judas was even a member 
of the Council of the Twelve. It is 
( Concluded on page 339. ) 





'ThiE early history of the Latter-day Saints in Utah 
furnishes excellent examples of the methods and 
the results of the "melting pot." During the Nauvoo 
period of the history of the Church and later, mission- 
aries were sent to Britain and several countries of 
western Europe. Converts recruited from these na- 
tions formed an important part of the population in 
the time of Brigham Young. While the population of 
the territory was primarily American, the British were 
relatively numerous and the Scandinavians probably 
next in numbers. They became the dominant popu- 
lation of Sanpete Valley. While they were learning 
English they could get along very well industrially and 
socially with the use of their mother tongue only. 

Their children learned to speak this language at 
home. At the same time they acquired a more perfect 
knowledge of English in the schools. In the course 
of a generation the youth migrated to other settlements 
in the intermountain region, and intermarried with 
other nationalities until distinctions of national origins 
melted away. Thus the Scandinavians have made a 
very great and significant contribution to the Latter- 
day Saint population. On this account many readers 
of The Instructor may be interested in Professor Scott's 
pamphlet, Scandinavia Today, reviewed briefly in this 

Notable among the other nationalities that have con- 
tributed to this fusion of peoples are the Germans, the 
Swiss, the Dutch, a few French, Italians and other 
European nationals. 

Even among English-speaking people there were at 
first some national distinctions; for instance, there was 
a Welsh colony in Sanpete, the English fort west of the 
Jordan River, and the Scotch in Cache Valley. The 
Scotch and Welsh amalgamated in fortunate marriages 
which produced outstanding leaders from Huntsville 
in Weber County. 

Thus has been produced in the United States and 
Canada citizens who are socially and religiously a 

^y (i^thon Bennion^ 

united people, and who are politically peaceful and 
cooperative. Since the converts in many foreign lands 
now generally remain at home there has arisen the 
problem of welding more completely their rehgious 
and social solidarity and political cooperation in the 
spirit of universal brotherhood in so far as this can 
be attained. 

The functions of the Church as a melting pot will be 
greatly extended by the recent decision to build a 
temple in Switzerland. This can be a strong factor in 
uniting in the cause of human salvation, both temporal 
and eternal, the L.D.S. peoples of the British Isles, 
Continental Europe, and maybe, the Near East and 
North Africa. 

The record of Switzerland as a democracy, uniting 
under one national government cantons whose inhab- 
itants speak three different languages— German, French 
and Italian— is a striking example of human possibilities 
for maintaining peace and progress. The beauty and 
grandeur of this land together with the sturdiness and 
friendliness of its inhabitants adds much to its at- 

While there may be proper grounds for discouraging 
biological fusion of white and colored races, this should 
not be on the assumption of superiority of one race 
above another. That only fosters ill will, contention, 
and ultimate extermination. 

The American Indians have demonstrated their na- 
tive intelligence to such an extent that some eminent 
Americans, such as Will Rogers and former U. S. Vice 
President Charles Curtis, as well as some Latter-day 
Saints are proud to find Indians among their ancestors. 
The native intelligence of the Polynesians, and the 
colored races of the Far East has long been recognized. 
There are among all races and nationalities ' good as 
well as bad individuals. There are no grounds in 
reason for departing from that principle of our faith 
"that men will be punished for their own sins, and not 
for Adam's transgression." 




^y Elder cMark E. ^eterseft. 

n^E month of November brings to 
us two important anniversaries 
with respect to the Pilgrims who 
came to America early in modern 
American history. 

The first of these is the signing 
of the Mayflower Compact, that 
wonderful document which in a very 
large way assisted in establishing 
free principles of government in 
America. The second is Thanks- 
giving Day, an institution which was 
given to us by the Pilgrims and 
which has been handed down over 
the years. 

The significant thing about both 
of these events is that they tran- 
spired in a religious atmosphere. The 
Mayflower Compact reads in part, 
"In the name of God . . . we whose 
names are underwritten . . . solemn- 
ly .. . covenant and combine our- 
selves together into a civil body 
politic ... to enact, constitute and 
frame such just and equal laws . . . 
as shall be . . . most meet . . . for 
the general good; . . . unto which 
we promise all due submission and 

In other words those Pilgrims af- 
firmed in the name of the Almighty 
that they believed in a free form 
of government based upon just and 
equal laws administered for the gen- 
eral good. 

They also gave to us the first 
Thanksgiving wherein they thanked 
the same God in whose name they 
had written their charter of gov- 
ernment, expressing appreciation 
for a bounteous harvest and for the 
preservation of their lives. 

The Pilgrim fathers were firm be- 
lievers in the Lord and his promises. 
They believed that God would pros- 
per their righteous efforts and give 
them seed time and harvest if fliey 
would but keep His commandments. 
They believed in the following scrip- 

ture which made them such a 

"If ye walk in my statutes, and 
keep my commandments, and do 

"Then I will give you rain in due 
season and the land shall yield her 
increase, and the trees of the field 
shall yield their fruit. 

"And your threshing shall reach 
unto the vintage, and the vintage 
shall reach unto the sowing time: 
and ye shall eat your bread to the 
full, and dwell in your land safely. 

'T^HE Lord must be recognized as 
the one to whom we should give 
thanks . . . because 'He is the giver 
of all good things. 

"And I wfll give peace in the land, 
and ye shall lie down, and none shall 
make you afraid: and I will rid evil 
beasts out of the land, neither shall 
the sword go through your land. 

"And ye shall chase your enemies, 
and they shall fall before you by the 

"And five of you shall chase an 
hundred, and an hundred of you 
shall put ten thousand to flight: and 
your enemies shall fall before you 
by the sword. 

"For I will have respect unto you 
and make you fruitful, and multiply 
you, and establish my covenant with 

"And ye shall eat old store, and 
bring forth the old because of the 

"And I will set my tabernacle 
among you: and my soul shall not 
abhor you. 

"And I will walk among you, and 
will be your God, and ye shall be 
my people." {Leviticus 26:3-12.) 

These Pilgrims knew that God 
lived. He had answered their 
prayers. They had a faith which 
convinced them that He did live, 
that He did give them their harvest 

and the many other blessings which 
they enjoyed, and that He had pre- 
served their lives. They had a ver- 
itable testimony of the goodness of 
God to them as well as of His ex- 

The Lord must be recognized as 
the One to whom we should give 
thanks. There can be no Thanks- 
giving without God because He is 
the giver of all good things. If we 
have a sense of appreciation for the 
things that we have, we should feel 
grateful to the Lord who gives us 
these things. I repeat there can be 
no real Thanksgiving without God 
and recognition of His goodness to 

There is no logical reason for dis- 
belief in Him in this day and time. 
It is my firm opinion that this is 
the golden age of faith, and there is 
more reason to believe in God at 
the present time than at any time, 
during my generation at least. 

I remember when schoolteachers 
used to challenge our belief in Deity. 
I remember when we were given to 
understand that scientific research 
disproved religion. 

I am glad today that great men 
of science now advocate a definite 
belief in God and express themselves 
as accepting the understanding that 
He is the Creator, that He is a per- 
sonal being, and that He made us 
His children. 

Dr. Robert A. Millikan, one of the 
greatest of all physicists, wrote a 
pamphlet entitled, "A Scientist Con- 
fesses His Faith" in which he says: 

"Materialism, as commonly under- 
stood, is an altogether absurd and 
utterly irrational philosophy and is 
so regarded by most thoughtful men. 
Every one who is sufficiently in pos- 
session of his faculties to recognize 
his inabflity to comprehend the prob- 
lem of existence bows his head in 
the presence of God, who is behind 
it all and whose attributes are par- 
tially revealed to us in it all, and it 
pains me, as it did Lord Kelvin, to 



hear crudely atheistic views ex- 
pressed by men who have never 
known the deeper side of existence. 
I think you will understand me when 
I say that I have never known a 
thinking man who did not believe 
in God." 

Archeological research continually 
sustains the Bible as a true historical 
record. The Bible itself gives many 
instances of the fact that God lives, 
that He is the creator and that we 
are His children. 

Men in ancient times saw Him 
and testified to that effect so that 
other men accepting their word may 
know that He does live. 

In the 17th chapter of Genesis 
we read, "And when, Abram was 
ninety years old and nine the Lord 
appeared to Abram and said unto 
him, I am the Almighty God; walk 
before me, and be thou perfect, 

"And I will make my covenant 
between me and thee, and will multi- 
ply thee exceedingly. And Abram 
fell on his face: and God talked 
with him, ..." 

The 24th chapter of Exodus says 
beginning with verse 9, "Then went 
up Moses, and Aaron, Nadab, and 
Abihu, and seventy of the elders 
of Israel: And they saw the God of 
Israel: and there was under his feet 
as it were a paved work of a sapphire 
stone, and as it were the body of 
heaven in his clearness." 

Isaiah saw God and described his 
glorious vision in the following lan- 
guage as it appears in the 6th chap- 
ter of his book. 

"In the year that king Uzziah 
died I saw also the Lord sitting 
upon a throne, high and lifted up, 
and his train filled the temple." 

Others of the ancient prophets 
saw God at various times and they 
gave positive testimony that having 
seen him and heard his voice they 
knew that he lived. The New Testa- 
ment in its entirety is a testimony of 
his personal existence. 

There are countless thousands 
upon the earth today who have a 
testimony that God does live, that 
he does provide for his children 
here upon the earth and that it is to 
him they owe their thanksgiving. 

One of our great economists of 
modern times has demonstrated in 
his studies that mankind prospers 
in proportion to their religious faith, 
thus demonstrating again that it is 
to God we owe our thanks and with- 
out him there is no real Thanksgiv- 

Courtesy of Bettmann Archive, i\ . i . 

Oil Painting by Jean L. G. Ferrii 


Roger W. Babson in his book en- 
titled. The Fundamentals of Pros- 
perity, says: 

"Try as you will you cannot separ- 
ate the factor of religion from eco- 
nomic development. In the work 
conducted by my organization at 
Wellesley Hills, Massachusetts, we 
study the trend of religious interest 
as closely as we do the condition of 
the banks, or of supply of and de- 
mand for commodities. 

"Statistics of church membership 
form one of the best barometers of 
business conditions. Whenever this 
line of religious interest turns down- 
ward and reaches a low level, history 
shows that it is time to prepare for 
reaction and depression in business 

"Every great panic we have ever 
had has been foreshadowed by a 
general decline in observance of 
religious principles. On the other 
hand, when the line of religious in- 
terests begins to climb and the na- 
tion turns again to the simple mode 
of living laid by in the Bible, then 
it is time to make ready for a period 
of business prosperity. 

"Reports received from all parts 
of the world show that the only de- 
velopment which can possibly keep 
democracy afloat is the revival of 
religion. Only religion can prevent 
democratic rule from developing in- 
to mob rule. A nation can prosper 
only as its citizens are religious, in- 
telligent, capable of service and 
eager to render it, so the churches 

have the only solution to the prob- 
lems of today. 

"Most of the prosperity of this 
nation is due to the family prayers 
which were once daily held in the 
homes of our fathers. To a large 
extent this custom has gone by. 
Whatever the arguments pro and 
con may be, the fact nevertheless 
remains that such family prayers 
nurtured and developed those spir- 
itual resources to which the pros- 
perity of the nation is due. The cus- 
tom of family prayers should be re- 
vived along with many other good 
New England customs which some 
of the modern radicals may ridicule, 
but to which they owe all that they 

Let me remind you at this point 
that we who live in America live in 
a promised land which is, choice 
above all other lands. It is a land 
which was especially favored by the 
Lord. In this country we have free- 
dom of thought, freedom of religion, 
freedom of worship, freedom of 
speech, freedom of the press and 
all of the other freedoms that are 
so essential to us. Freedom springs 
out of a doctrine known as free 
agency, which is divine. 

Freedom was given to America by 
the Lord through his having freed 
our colonial forefathers from the 
mother country after a long and 
bloody revolutionary war. Washing- 
ton and his associates willingly gave 
(Continued on page 334.) 





^y Elder z^^atthew Cowley 

At five o'clock one morning while 
visiting at the mission home in 
Nukualofa, Tonga, I was awakened 
by the singing of a large group of 
natives who had come to serenade 
me as their honored guest. I arose, 
dressed as quickly as possible and 
went outside to witness this un- 
usual demonstration. Their singing, 
or chanting, was accompanied by 
rhythmic actions of their colorfully 
attired bodies. This choral, action 
chanting continued for more than 
an hour. 

In this manner, pecuUar to the 
natives of Polynesia, they were tell- 
ing me the story or the history of 
the Church from the birth of the 
Prophet Joseph Smith to the time 
of my arrival in Tonga. The high- 
lights of the story as they related it 
in poetry of words and action were 
the birth of the Prophet, the First 
Vision, the visitation of Moroni, the 
receiving of the plates, the transla- 
tion of the Book of Mormon, the 
sending of the missionaries into the 
world, the Martyrdom, the exodus 
from Nauvoo under the leadership 
of Brigham Young, the crossing of 
the plains, the arrival in Salt Lake 
Valley, the planting of the crops, 
the invasion of the crickets and their 
destruction by the seagulls, the 
building of the temple, the migra- 
tion of Saints from many lands to 
the tops of the mountains, the call- 
ing of the first missionaries by the 
Prophet Joseph to go to the Islands 
of the Pacific, the coming of the 
missionaries to Tonga, the baptism 
of the first Tongan members, the 
visit of the first Church authority to' 
the islands, President David O. Mc- 
Kay, the visit of President George 
Albert Smith and President Rufus K. 
Hardy many years later, and finally 
my own arrival to their shores 
through the air. 

The entire story was composed 

in rhyme by the natives to relate to 
me on this occasion. I had never 
listened to a story more beautifully 
told. Storytelling, to point up a moral 
or to put over a lesson, is an art 
among the inhabitants of Polynesia. 

Until the invasion by the white 
man the natives had no written lan- 
guage so that, as one writer has 
put it: 

"Storytelling was a much-favored 
pastime among our native folk, as 
it always is among an unlettered 

"Children had their own simple 
stories and fables with which they 
entertained each other. Youths and 
young women learned and recited 
folk tales, myths and historical tra- 
ditions, many of the latter being en- 
crusted with myths. 

"Their elders listened to such re- 
citals and corrected errors or sup- 
plied omissions. Some of these 
widely known stories told of the 
origin of man and of many natural 
objects— the popular fireside version 

of such; the esoteric version was 
never heard at such gatherings. A 
number of the tales were instructive, 
as illustrating the advantages of in- 
dustry, courage, and other virtues, 
or the dread effects of transgressing 
the laws of tapu." 

One such story is that of "The 
Locust and The Ant" as translated 
by the Maori linguist Hare Hongi 
as follows: 


Haste hither quickly, O my friend, 
Do not delay, the call attend; 

Wondrous the ant's creative skill. 
Harmonious with instructor's 


Come hither, and together bore 
A pit, to shield from rains which 
From wintry skies, with piercing 

( Concluded on page 343. ) 

Elder Matthew Cowley tells a story to Polynesian children at 
Tubuai in the Austral Islands. 





^y Thomas L. oMartift^ 

T^HE reading of a man's life story 
is an interesting experience. Out 
of it comes many a suggestion for 
improving one's own life. Little in- 
cidents are seen to take on great 
significance and oftimes show how 
easily one's life may be influenced. 
I desire now to tell the story of what 
happened to me in my youthful days. 
It will show how my life was kept 
in the stiaight and narrow path be- 
cause of the promises and blessings 
which were given to me in my early 

I well remember that as a little 
boy in England I had a desire to 
teach men and women. Even though 
I was but eight to ten years of age, 
I often dreamed and pictured myself 
standing before men and women as 
a teacher. This dream created in 
me a desire to become an educated 
man and be a teacher in a university. 
As long as I remained in England 
this could not be accomplished. I 
felt that if I could immigrate to 
Utah, there might be a chance. 

It was the custom in England for 
one to finish his school work at 14 
years of age. I was 12 years old at 
the time this story begins. Upon in- 
vestigation I found that if I could 
pass a labor examination, I would 
be allowed to leave school at 12 
years of age. I was successful in this 
examination. I could now work in 
the coal mines and earn money to 
immigrate to Utah. The plan was 
that I should come to Utah and se- 
cure enough finances to help my 
family immigrate. After this should 
come about then I could attend 

While working in the coal mines, 
I attended night school and studied 
shorthand. When President Francis 
M. Lyman of the European Mission 
heard that I was developing along 
these lines, he asked me to take 
stenographic notes at the quarterly 
conference of the Sheffield Branch. 
This helped me to become ac- 
quainted with him. Three years 

later, when the time came for me 
to emigrate, he gave me a blessing. 
He promised me many things in an 
educational way in my work with 
the youth of Zion. This blessing 
became my comfort many times dur- 
ing the three years while I was in 
Utah working for the immigration 
of my family. Temptations were 
plentiful, but every time I was 
tempted, there came to my mind, 
"What if I do this thing? Can Presi- 
dent Lyman's promise be fulfilled?" 

He dreamed of himself as a teacher. 

I was a milkman in Murray, and 
I had an opportunity to buy a milk 
business and work for myself. I 
almost yielded to the temptation. 
President Lyman's promise came to 
me over and over again. "How 
could I be a leader of the youth of 
Zion educationally if I bought this 
route?" I finally declined the milk 
business opportunity. 

After four years, the family im- 
migrated to Utah, and I then entered 
school in the 7th grade at 19 years 
of age. I seemed to get along all 
right. At the end of my high school 
graduation I was offered an ele- 
mentary schoolteaching position, 
"Should I accept?" I decided that 
this wasn't the way. I went to col- 
lege. After the freshman year, I 
was oflFered a position in an acad- 
emy. Again the "promise" appeared 

before me. "This wasn't the way," 
I said. 

I graduated from college and was 
given the position of Principal of 
the Big Horn Academy. Increased 
salary came each of three different 
years. This was indeed a tempta- 
tion, but again I failed to see how 
I could become a leader of the 
youth of Zion and teach men and 
women in college as promised if I 
stayed there. 

I must prepare to teach young 
men and young women of college 
age if President Lyman's blessing 
and my boyhood dream should be 
fulfilled. I was successful in secur- 
ing my Ph.D. Degree at Cornell Uni- 
versity. I was now prepared. I 
accepted a college teaching position 
at the Brigham Young University 
in 1921. My dream was definitely 

I was again tempted by the oppor- 
tunity to improve myself, as I 
thought, and secure a great increase 
in salary. I was offered a position 
in the eastern part of the United 
States to become an agronomist at 
one of the state universities. My 
salary offer was very much higher 
than what I was getting, and the 
promises of promotion were unusual- 
ly great. I almost yielded to tempta- 
tion again, but President David O. 
McKay gave me some wonderful 
advice and a promise, too, during 
this critical period in my life. This 
advice and promise, along with 
the words of President Lyman, in- 
fluenced me again. I followed the 
advice of these church leaders and 
was very much blessed because of 
it I was able to do the things that 
were promised. I stayed at the 
Brigham Young University and as a 
result, I have been able to do things 
that seemed almost impossible. I 
kept the faith and worked with the 
youth of Zion. 

( Concluded on page 328. ) 




^y oJ^elba Qlade and Florence S. oAllen^ 

Tt is recommended that each local 
Sunday School, in keeping with its 
own needs, plan for an appropriate 
observance of the birth of Jesus 
Christ for Sunday morning, Decem- 
ber 21. It is also suggested that the 
Sunday School superintendent and . 
faculty plan well in advance of 
Christmas Sunday, and that the 
teaching staff of the Sunday School 
share ideas and make plans together. 

A suggested program follows: 

Organ Prelude. 

Christmas Greeting from the 
Sunday School Superintend- 

Opening Song— "Far, Far Away 
on Judea's Plains" by Congre- 


Sacramental Song— "Jesus, Once 
of Humble Birth" by Congre- 

Sacramental Service. 

Seven-minute Talk— Use exact 
and complete quotations 
which prophesy the coming 
of the Savior. (References: 
Isaiah 7:14, 9:6-7; Micah 5:2; 
Deuteronomy 18:15-19; Gene- 
sis 49:10; Job 19:25-27; Jere- 
miah 23:5-6, 30:9, 33:14-16; 
Ezekiel 34:23, 37:24-25; Zech- 


( Concluded from page 327. ) 

I often wonder what this life of 
mine would have been if I had not 
been given these promises and 
blessings by these church leaders. 

A man's life is indeed a most in- 
teresting story. So many lives are 
replete with these questions: "What 
if I had done this?" or "What would 
have happened because of this?" I 
can't help but think what these 
blessings have done for me and for 

ariah 9 : 9, 12 : 10, 13 : 6. ) This 
talk is to be presented by a 
boy or girl from the Advanced 
Junior class. Also the talk 
might be organized by class 
members, enabling several to 
Scripture Reading by two mem- 
bers of Senior Departments- 
Book of Mormon: Not only 
the Old Testament prophets 
foretold the birth of Christ, 
but also the Book of Mormon 
contains a prophecy concern- 
ing the birth of the Savior. 
Samuel the Lamanite, proph- 
esied as recorded in Helaman 
Bible: Read Luke 2:8-16. 

Carol Service by the Congrega- 
tion-"Silent Night," "O Little 
Town of Bethlehem," and 
"Joy to the World." 

Talk by a member of the Ad- 
vanced Senior Department— 
"The Appearance of the Sav- 
ior on the American Conti- 
nent." This talk should not 
exceed five minutes. (Refer- 
ences: 3 Nephi, Chapters 11- 

Concluding Talk by a member 
of the superintendency or by 
a Sunday School teacher. This 

talk should not exceed five 
minutes and should discuss 
the purpose of the coming of 

' Jesus. Suggested title may 
be "For God so loved the 
world, that he gave his only 
begotten Son, that whosoever 
believeth in him should not 
perish, but have everlasting 
life." (John 3:16.) 

Closing Song-"Oh Come, All 
Ye Faithful" by Congrega- 


Organ Postlude. 

The Junior Sunday School chil- 
dren may be brought into the Senior 
Sunday School. It is suggested that 
their participation be limited to one 
or two Christmas songs, such as: 

"Christmas Night," page 23, Little 
Stories In Song, 

"Christmas Babe," page 58, Little 
Stories In Song, 

"The First Christmas," No. 159, 

The Children Sing. 

It is suggested that this Sunday 
School meeting be presented as a 
worship service. Christmas is a 
time for everyone to count his bless- 
ings and to take thought of the high 
spiritual ideals which Jesus taught 
and practiced in His life as an ex- 
ample to mankind. 

my family. Each member of my 
family would have been raised in a 
much different environment. If such 
promises had not been made and I 
had failed to act in accordance with 
them, I would have lost out. Two 
of my children have performed mis- 
sions in Germany. All of them have 
developed certain educational am- 
bitions. They have been influenced 
by spiritual ideals characteristic of 

the Latter-day Saint philosophy of 
life. Their chfldren and their chil- 
dren's children will always be in- 
fluenced, and their lives will continue 
to be on a much higher level be- 
cause of what happened in my early 

Every man's life is indeed a story. 

"M'OTHING will ever be attempted 
if all possible objections must 
first be overcome. 




^y Inez Wttbeck 

r^RAMATiZATiON is just another way 
to tell a story— a fun way. 

In dramatization the characters 
themselves are brought before our 
eyes and made to act and speak in 
our presence. We do not hear about 
the incidents, as when we listen to 
a story retold; we see them happen; 
we listen to what the characters 
say while they are happening. In 
other words, a drama is all action 
and conversation. 

Just as the value of storytelling 
is that it gives pleasure, it teaches 
truth and it inspires imitation, so 
likewise should a dramatization. 

Imitation is one of the avenues 
through which children learn the 
arts of living. Whatever a child is 
pleased with he endeavors to imi- 
tate! If a story has been rightly told 
or the dramatization impressively 
enacted, a child will choose to be 
like the hero in the play rather than 
the villain. Thereby, dramatization 
furnishes another tool with which 
teachers can teach truth. 

For Sabbath School purposes great 
care is needed on the part of teacher 
or director that boys and girls do 
not regard dramatization as "puttiug 
on a show." It should be an expres- 
sion of religious feeling by fliose 
who have a part, and unless under- 
taken in this spirit should not be 
attempted. The Passion Play of 
Oberammergau is a fine example of 
the right attitude toward religious 
drama presentation. Adolescents 
would enjoy an account of the 
origin of this great play, which has 
been produced for centuries in the 
old world. It is an expression of 
gratitude and reverence rather than 
a desire to produce a spectacle. 

The Passion Play of Oberammer- 
gau came about almost four hundred 
years ago, when a plague swept the 
little village in the Bavarian Moun- 
tains and threatened to kill all of 
the inhabitants. The people prayed 
for deliverance and in their prayers 
promised our Father in heaven that 
if He would free them from this 
terrible disease, they would, every 
ten years from that time on, portray 
the passion and crucifixion of the 
Savior, to show their gratitude to 

'^- ruj'>%'. 

In that spirit these humble people 
have produced their play as rever- 
ently as when they kneel at prayer 
in a church. Never have they 
thought of it as being a show. People 
from all over the world now go to 
see this beautiful expression of 
thanksgiving for a blessing received. 

It is well to make clear to boys 

and girls what participation in the 
Passion Play means to the people 
in Oberammergau. From childhood 
they try to live in such a manner 
as to be worthy of a part in this 
great religious drama. Like theirs, 
the attitude of all who participate 
in dramatizations of religious stories 
should be one of reverence. 

In the preparation of a dramatiza- 
tion the children must first know 
the story to be acted. They must 
respond to the suggestion that the 
story be dramatized enthusiastically 
for it loses its real value unless the 
children themselves have caught a 
vision which they are eager to ex- 

For the most part, the play should 
be short with plenty of action, and 
in a classroom situation the entire 
class should participate either as 
characters in the play or as stage- 
hands, scenery-makers, singers, di- 
rectors, etc. The children should 
exchange parts, contribute sugges- 
tions and ideas, improvise simple 
properties and costumes or some- 
times plan to dispense with them 
altogether and "just pretend." 

Informal dramatization in which 
action and meaning are expressed 
without actual rote memorization of 
parts is better than finished presen- 
tations in which detailed directions 
are carried out. The short-sighted 
policy of just "putting on a ready- 
made play" is of no real value. It 
should be remembered that a fin- 
ished performance before an audi- 
ence should not be the real purpose 
of dramatization, especially in a 
Sunday School classroom. 

Oear, O Israel: The Lord our God 

is one Lord: 

And thou shalt love the Lord thy 

God with all thine heart, and with 

all thy soul, and with all thy might. 

— Deuteronomy Q -A, ^. 

And if a kingdom be divided 
against itself, that kingdom cau,- 
not stand. And if a house be di- 
vided against itself, that house can- 
not stand. 

-Mark 3:24, 25. 

And he sat down, and called the 

twelve, and saith unto them, If 

any man desire to be first, the same 

shall be last of all, and servant of all. 

-Mark 9:35; 





r^y Preston Nibley 

P^AiTH-PROMOTiNG stories are found 
among people who believe in 
God and his divine intervention in 
their behalf as they journey through 
life. The Latter-day Saints are such 
a people, and in their history during 
the past one hundred years are found 
many instances where divine aid 
was extended to them in time of 

Wilford Woodruff, the fourth 
president of the Church, was a man 
who lived close to the Lord, and 
who heeded what he termed "the 
whisperings of the spirit." He tells 
us that on one occasion in the early 
days of the Church he was travel- 
ing with his family by team and 
carriage eastward from Iowa to 
Massachusetts. In Indiana he stopped 
one night at the farm of one of the 
members of the Church. He tied 
his mules to an oak tree in the yard, 
and he and his wife and child made 
their bed in the carriage. As he was 
going to sleep he relates that a voice 
whispered to him and said, "Move 
your carriage and move your mules 
from that oak tree." 

He got up and dressed and moved 
his carriage nearer to the farmer's 
house; he then untied his mules and 
moved them away from the oak tree. 
When his wife asked him why he 
was moving his carriage and his 
animals he replied that he did not 
know, except that the spirit had 
told him to do so. 

In thirty minutes, he relates, he 
and his wife got their answer. A 
strong whirlwind roared through the 
yard of the farm. "It caught the 
tree to which my mules had been 
fastened, broke it off near the ground 
and carried it one hundred yards, 
sweeping away two fences in its 
course, and laid it prostrate through 
the yard where my carriage had 
stood. I found it to be five feet in 

Thus his Iff e and the lives of his 
family and his animals had been 
saved "through the whisperings of 
the spirit" to this devout man. 

Many faith-promoting incidents 
have been related by the humble 
missionaries of our Church, who 
have preached the Gospel in this 
country and in foreign lands. There 
can be no doubt that the Lord has 
watched over them and protected 
them from accident, harm and 

He stopped and looked around to see 
who had called to him. . . . 

I recall a story that was once re- 
lated by William Budge, former 
president of Bear Lake Stake and 
late president of Logan Temple. As 
a young man he served as a mis- 
sionary in England. In the course 
of his travels he had decided to take 
a boat from Liverpool to Bristol. He 
went down to the dock and was 
about to board the vessel, when a 
voice "loud and distinct" said to 
him: "Do not go on board that 

He stopped and looked around to 
see who had called to him, but no 
one was near. Then he put his bag 
down and reasoned that perhaps 

he had been mistaken and had not 
heard a voice at all. "But my faith 
triumphed," he said. He picked up 
his bag and walked towards the 
railway station, as he watched the 
other passengers going on board 
the ship. He made his journey by 

Six days later in the city of Ports- 
mouth, England, Elder Budge pur- 
chased a newspaper and in it he 
read the story of the total wreck 
of the steam vessel on which he 
was about to sail from Liverpool, 
when he was warned by the Lord 
not to go aboard the ship. 

The nearer the Latter-day Saints 
live to the Lord the more completely 
do they experience his divine- aid 
and protecting care. It is from these 
devout, faithful and humble people 
that we have the thrilling and in- 
spiring, faith-promoting stories that 
are found in our Church literature. 

npHE Flowers of Life: Every singer 
who has sung a pure, joyous 
song has given something .to earth 
to make it better. Every artist who 
has painted a worthy and noble 
picture, or made the smallest thing 
of beauty that will stay in the 
world, has added something to the 
enriching of our human life. Every 
low human being who has let fall 
into the stream of life wholesome 
words, good deeds, divine lessons, 
has put into the current of human- 
ity spices to sweeten a little the 
bitter waters. 

It is always worth while to live 
nobly, victoriously, struggling to do 
right, showing the world even the 
smallest fragments of divine beauty. 
Few are called to do great acts in 
life, but "He who does the best his 
circumstance allows, does well- 
angels could do no more." 

—The Speakers Library. 




'By Wendell J. oAsht^ 

"IAThat makes a good story? 

A legion of answers has been given to that 

William Cowper, the English poet who penned the 
words to our well-known hymn, "God Moves in a 
Mysterious Way," wrote: 

"A tale should be judicious, clear, succinct; 
The language plain, and the incidents well link'd; 
Tell not as new what everybody knows; 
And, new or old, still hasten to a close."^ 

Shakespeare counseled: "An honest tale speeds best 
plainly told."^ 

For those of us called to teach the restored gospel in 
Sunday School, we might ask some further questions 
about a story. Consider them, one by one: 


It PlCTHflCf %Ut. 

Not long ago I attended an industry-wide conven- 
tion. One of the speakers was the merchandising 
manager of one of America's largest corporations. He 
emphasized hints for eflFective selling, adding, "Man's 
mind is visual." A good Sunday School storyteller will 
talk in pictures. If you are relating a personal expe- 
rience, describe the boy you are telling about, if only 
in a word or two. Your class will see a better mental 
picture if you say thd boy was "short, plump and 
freckled" than if you just refer to him as a boy. For a 
masterpiece of simple, picture-making words, read the 
Sermon on the Mount. Jesus used concrete words like 
moth, rust, lilies, bread, jish, and pearls. 


When our little family gathers around the fireplace 
for "home evening," there are always stories. One of 
our daughters will often chirp up, "Daddy, is this story 
true?" Children, as well as adults, like true stories. 
Our children enjoy Bible stories. There may be ex- 
ceptions, but generally my humble suggestion would 
be to tell true stories in Sunday School. Life is so full 
of them, day by day. And added to this fact. Latter- 
day Saint scriptures and history teem with rich, faith- 
building incidents. 

Before using a story, weigh it in terms of the lesson's 
objective or aim. Don't tell a story simply because 
it is a good one and you have just heard it. Jot it 
down; file it. You can probably use it later, in a lesson 
where the story will fit better. Stories that not only 
fit into the lesson pattern, but also reach into the lives 
of class members, are best. Use stories that build 
faith, that help your class members become better 
Latter-day Saints. 


Jesus was a master storyteller. His "Good Samaritan" 
takes only 164 words (less than two minutes). The 
parable of the "Ten Virgins," is 207 words long, and 
"The Wheat and the Tares" is 167 words. Prolonged 
stories often lead to disinterest. 

Remember Cowper 's words, "... hasten to a close." 


In storytelling it is wise to avoid too many names and 
big, abstract words. The Apostle Paul's advice to the 
Corinthians is good for the Sunday School teacher; 
". . . except ye utter by the tongue words easy to be un- 
derstood, how shall it be known what is spoken? for ye 
shall speak into the air.'" 


^Conversations, 1. 

^Richard III, Act 4, scene 4, 1, 

•'I Corinthians 14:9. 

One of the ablest speakers in the Church recently 
told me that over the years he had found that per- 
sonal experiences generally hold the interest of the 
class or audience better than long quotations from the 
experiences of others. The Bible and Church history 
are excellent sources for stories, but don't overlook 
those that happen in your backyard, on the bus, in 
your daily newspaper, and on the radio or television 

To all of these humble hints, add the suggestion that 
your stories will live longer if you have them well in 
mind before the hour for telling them. Don't memorize 
them word for word, but have them in mind, picture 
by picture. Nothing dampens a story more than to 
begin guessing about details or stopping to ponder or 
look at notes. 

Use good, soul-strengthening stories often. You will 
enjoy teaching more, and your class will like learning 
even better. 

N O V E M B E R . 1 9 5:2 




^y Sidney B. S ferry 

lyf Y TASK in this article— the Biblical 
aspects are difficult— is to at- 
tempt to tell how the greatest stories 
of all time have come down to us. 
When we speak of Bible "stories" 
we should do so in the most digni- 
fied and reverent way. I am con- 
vinced that, too often, we use the 
term "stories" as applied to the 
Bible in ways that would not be ap- 
preciated by the original writers. 

It is fashionable at the present 
time to consider the Bible as an 
anthology or collection of myths, 
legends, narratives, laws, histories, 
essays, folklore, poems, letters, ora- 
tions, theophanies, rhapsodies, max- 
ims, and other similar types of 
literature. But the Bible is no mere 
anthology to be exploited by con- 
noisseurs of literature. I am sure 
that most of the original authors 
of the narratives in our scriptures 
would be shocked by the cavalier 
manner in which we frequently treat 
their writings purely as 'literature." 
One has only to observe the solemn- 
ity, dignity, and respect with which 
the writers of the New Testament 
treat the Jewish Scriptures to realize 
many of our shortcomings in the 
study of the Bible. 

But let us turn directly to the 
task at hand. When was scripture 
first written? How was it added to 
and handed down? From earliest 
times— the days of Adam—scripture 
was written. That is to say, when 
men in any age have spoken and 
written under the power of the Holy 
Ghost then we have had scripture. 
(D. & C. 68:4.) In the days of Adam 
the following took place: 

"And a book of remembrance was 
kept, in the which was recorded, in 
tiie language of Adam, for it was 
given unto as many as called upon 
God to write by the spirit of in- 
spiration; . . . Now this prophecy 
Adam spake, as he was moved upon 


by the Holy Ghost, and a genealogy 
was kept of the children of God. 
And this was the book of the genera- 
tions of Adam, ..." (Moses 6:5, 8.) 
Here is the testimony that scrip- 
ture was had by man in antediluvian 
times. The Doctrine and Cove- 
nants adds to our knowledge by 
telling us that three years previous 
to Adam's death he predicted by 
the power of the Holy Ghost what- 
soever should befall his posterity 
unto the latest generation, (D. & C. 
107:53, 56.) What a marvelous 
scripture this must have been! These 
sacred writings were added to by 
holy men; indeed, Enoch of old 
speaks of it (Moses 6:46), and the 
Doctrine and Covenants mentions 
the interesting fact that Adam's 
prophetic predictions were all "writ- 
ten in the book of Enoch, and are 
to be testified of in due time." ( D. & 
C. 107:57.) 

TAT'HEN men in any age have 
spoken and written under the 
power of the Holy Ghost then we 
have had scripture. 

Abraham, the Father of the Faith- 
ful, in his own language tells of the 
fact that scripture was written and 
handed down from the beginning. 
He himself wrote records that we 
know as scripture. Here are his 

"But the records of the fathers, 
even the patriarchs, concerning the 
right of Priesthood, the Lord my 
God preserved in mine own hands; 
therefore a knowledge of the be- 
ginning of the creation, and ^Iso of 
the planets, and of the stars, as they 
were made known unto the fathers, 
have I kept even unto this day, and 
I shall endeavor to write some of 
these things upon this record, for 
the benefit of my posterity that shall 
come after me." (Abraham 1:31.) 

These scriptures were doubtless 

handed down through at least two 
lines: (1) through Abraham's own 
family, Isaac, Jacob, and Joseph; 
(2) through the line of the Midian- 
ite patriarchs from Esaias who lived 
in the days of Abraham to Jethro, 
the father-in-law of Moses, and the 
one who conferred upon the great 
Lawgiver his priesthood. (D. & C. 
84:6-13.) Nor should we forget that 
the great Melchizedek who gave 
Abraham his priesthood (D. & C. 
84:14) must have had the scrip- 
tures also. 

When Moses led his people out of 
Egypt he probably had, therefore, 
many scriptures at hand. The Lord 
spoke to Moses directly concerning 
the Creation and the early patriarchs 
as witnessed by our entire Book of 
Moses. In the light of these facts, 
there is no room to doubt the an- 
cient Jewish tradition that Moses 
wrote five books. Most Old Testa- 
ment scholars of pur day deny that 
he did, but the Book of Mormon ( 1 
Nephi 5:10-14; Mosiah 13:12-27; 3 
Nephi 20:23; Ether 1:3, etc.) con- 
firms the ancient tradition. Notice 
the Lord's words to Moses: 

"And in a day when the children 
of men shall esteem my words as 
naught and take many of them jrom, 
the book which thou shalt write, 
behold, I will raise up another like 
unto thee; ..." (Moses 1:41; italics 
mine; see also 2:1.) 

After the time of Moses we don't 
know the details as to how the scrip- 
tures were preserved and handed 
down, but the prophets and priests 
doubtless saw to it that they were 
kept intact until the days of Malachi. 
The Brass Plates containing the He- 
brew scriptures witness that fact (1 
Nephi 5:10-16) not to mention other 
scriptures. (See 3 Nephi 20:24; Jere- 
miah 36, etc.) After the days of 
Malachi, Jewish scribes and priests 
preserved and handed down the 
sacred records until the time of 
{Concluded on page 335. ) 




^y zM^argaret IpsorL. 

Ctories and poetry are two great 
aids in teaching. When selected 
to fit the audience and the occasion, 
they are effective indeed. They 
may bring new experiences, new 
ideas, interpret old ones, express the 
feelings of the listeners, and present 
admirable characters, thereby inter- 
preting people. 

Of the many benefits of literature, 
one author chose six: 

"1. It can give you an outlet. 

2. It can keep before you the vi- 
sion of an ideal. 

3. It can give you a better knowl- 
edge of human nature. 

4. It can restore the past. 

5. It can show the glory of the 

6. It can give you a mastery of 
your own language." 

— C. A. Smith, "What Literature 
Can Do for Me." 

Matthew Arnold defined literature 
as "the best that has been thought 
and said." The cultivation of such 
appreciations and benefits should be 
the concern of every teacher. There 
must be a knowledge of the litera- 
ture and a skill in presentation. 

Choosing the Story 

The Sunday School teacher has 
for her use the living lessons of life 
all around her every day, the great 
stories of the prophets and the 
saints, and the greatest of all stor- 
ies—the life of the Master. These 
can be of value, provided they are 
well prepared and presented. These 
stories constitute life in action, and 
there is none better in interest and 
value for the purpose of teaching 
life lessons. 

The stories and poetry used in 
the Sunday School lesson must be a 
part of the lesson fabric. They sup- 
ply beauty, interest, action, and 
drama to the lesson, but they also 
help the lesson to move along to a 
purposeful conclusion. "Stories are 

to a lesson what raisins are to a 

The Bible, Book of Mormon and 
our Church history are full of moral, 
faith-building, religious stories. When 
well prepared and presented these 
stories become life itself— vital ex- 
periences to build character in the 
lives of the members of our Sunday 
School classes. There is nothing 
more interesting than a living ex- 
perience, skillfully presented and 
related to life. 

T^HE world God made is a beauti- 
ful world. His footsteps are 

—Sunshine Magazine. 

Telling the Story 

Stories are better when told than 
read because the teacher can create 
and gauge interest if looking into 
the faces of her listeners. 

Before telling the story, seat the 
class in a comfortable position, pre- 
ferably somewhat informally as in 
a semicircle. Sit or stand so that 
all can readily see your face without 
getting into uncomfortable positions. 
A good story may be retold many 
times. Storytelling is one of the 
richest opportunities for teaching 
character building and appreciation 
of cultural values. 

The following brief guide may be 

I. Select a suitable story, pre- 
ferably one which has worth- 
while and interesting content 
suitable to the spiritual ob- 
jectives of the Sunday School. 
It should fit the age level, 
background, and interest of 
the class members. It should 
have Hterary value, structural 
pattern, simple but forceful 
diction, action, and characters 
that they will enjoy. There 
should be a point of interest. 

It must be one you will enjoy 
telling; the story must possess 
the teller. 

11. Prepare by reading the story 
until you understand it. See 
the structure: beginning, mid- 
dle, end. Divide it into epi- 
sodes and details. Find the 
climax, or moral issue, and 
what leads to it. Know the 
characters and details by 
which sincerity is established. 
Appreciate the place of de- 
scription as distinguished from 

III. Sense the spirit of the selec- 
tion and have a clearly de- 
fined purpose for telling. Plan 
it as a part of the Sunday 
School experience. Memorize 
or learn to tell the story free- 

IV. Prepare the group in advance 
so that they will be able to 
understand and appreciate the 
story. A picture, an appropri- 
ate setting or study of the 
story background will help, 

V. Plan an introduction that will 
motivate but which is not too 
dramatic. Let the story carry 
its own message; avoid adding 
the moral outside the story. 
VI. Make your word pictures 
beautiful, vivid, and living. 

A. Use the best language you 
know, adapted to the age 
level of the class. Keep 
the tempo; do not hurry 
or drag. Fit the tempo to 
the nature of the story. 

B. Keep the voice within the 
hearing of all. Keep it 
natural, conversational and 
clear with no artificial 
tones. "A good voice is the 
greatest asset of the story- 
teller," instructs Alice Dag- 



C. Tell the story as if you 
enjoy it, making only spon- 
taneous gestures. Make 
the climax and final action 
clear, leaving everyone 
satisfied. There should be 
some means for knowing 
how all have shared the 
experience, such as a dis- 
cussion, a smile, pointed 
conversation. (Some stor- 
ies and many poems do 
not invite discussion.) 

D. If a detail is forgotten, do 
not go back for it. If it 
is necessary, bring it in as 
the story progresses. Do 
not assume a "smart atti- 
tude" towards the story or 
the audience; pert com- 
ments will destroy the ef- 
fect. Do not "talk down." 

E. Do not interrupt the story 
to appeal to the listeners 
such as asking them to 
guess the outcome. 

F. Use past tense (Jesus said 
. . . ); use conversation 
whenever possible. If the 
story has a fixed form use 

G. Be sure to look at every- 

VII. Learn how to avoid interrup- 
tions, how to direct the in- 
terest of the audience, how to 

play upon the emotions and 
imagination without being 
sentimraital or over emotional. 

Reading Poetry 

Poems can be just as much fun as 
stories. In some ways they are more 
fun. They tell an entire story in 
only a few lines. They can make 
you laugh; they can make yoii think 
of things yew never thought of be- 
fore; and sometimes they almost 
make you cry. There is a poem for 
every occasion and mood. 

Poetry is speech. It has pattern 
and is intended to be read aloud. 
Mood and idea should be stressed in 
reading. The following suggestions 
will prove helpful in preparing for 
the reading of poetry: 

I. Know what the poem wishes 
to tell; feel it. See its word 
II. Focus the interest of the class 
• by brief but appropriate in- 

III. Read slowly enough to enjoy 
it and make others enjoy it 
too. The tempo or timing is 
important; a lively poem is to 
be read more rapidly than a 
thought poem or one that de- 
scribes a beautiful scene. 

IV. Group the words in order to 
make the meaning clear. Read 

by ideas rather than by mere 
V. Pause long enough between 
ideas to be sure that your lis- 
teners are getting the thought. 
Do not pause at the end of a 
line unless it is the end of an 
idea. Do not pause between 
incomplete ideas. 
VI. Use the voice to create the 
feeling or create the picture. 
Sound is as important in 
poetry as in music. Avoid 
monotony, use voice changes 
to make the meaning and feel- 
ing of the poem clear. 
VII. Be certain the members are 
prepared to understand or feel 
the poem, but let the poem 
tell its own message, give out 
its own music. 
VIII. Avoid discussion after the 
reading. Poems are an expe- 
rience to be felt. 

In Conclusion Remember 

A repertoire of stories and poetry 
should be part of every teacher's 
equipment. It should include all 
types of material. It has been said: 
"Our most effective storytellers have 
ever been good story-hunters." Al- 
ways remember, "The best way to 
keep a good story is to give it away." 

Much of the above material is taken from 
Living Our Religion, Part One. 


(Concluded from page 325.) 

credit to the Lord himself for the 
victory which came to them. With- 
out the help of Providence they 
could never have won their liberty. 
Our Constitution was written under 
the inspiration of the Lord, and it 
guarantees free agency to every one 
of us here in America. 

Free agency, our liberty, our 
democratic form of life, are insepar- 
ably connected with belief in God. 
The Lord not only gave to us the 
things we eat and wear but he gave 
to us these free conditions in which 
to live, grow, and develop. There- 
fore, God should become a definite 
part of the life of every man, woman 
and child in this whole country. 

Let us remember that the forms 
of government which rob men of 
their liberty are directed by men 
who do not believe in God. The 
one great anti-American system of 
today is Communism. Communism 
is antichrist. Those who promote 
Communism do not believe in God, 

and they do all they can to destroy 
faith in Him. 

It is a possibility that some day 
we in America may have to be ar- 
rayed in a military way against the 
full force of Communism. One of 
the great factors in such a war will 
be religion— faith in God. The Com- 
munists do not believe; we do. It 
will be a war then between the 
godless forces and those who believe 
in Him. 

But one of the unfortunate condi- 
tions in America is that so many of 
us do not believe in God and, there- 
fore, by our failure to believe we 
strengthen the enemy who seeks to 
destroy faith. 

It is a great reflection upon our 
country that only about half the 
population of our land belongs to 
any church of any description or 
denomination. It is a further re- 
flection upon us that of those who 
do belong to churches only a frac- 
tion are active in their respective 

The great need of America today 
is a sincere faith in Cod. We need 
to teach it. We need to let the 
people know that we are His chil- 
dren and that He blesses us accord- 
ing to our merits, and that we in 
America enjoy our prosperity and 
our freedom only because the Lord 
God of heaven has provided them. 
Are we willing to express apprecia- 
tion to Him for these great bless- 

On Thanksgiving Day let us bow 
our heads in humble prayer and 
acknowledge His hand in all the 
things that we enjoy and express 
faith in Him and a willingness to 
serve Him. Our faith in Him can 
be measured only in terms of our 
obedience to Him. He has said, 
"If you love me keep my command- 
ments. He that hath my command- 
ments and keepeth them, he it is 
that loveth me." 

Again I say, there can be no real 
Thanksgiving without God. 


Ttff' -IN S T^RUC td^R^ 


For the oJMonth of January 



Course No. 7 

And it came to pass in those days, 

that Jesus came from Nazareth o£ 

GaHlee, and was baptized of John in 

Jordan. -Mark 1:9. 


Course No. 9 

Behold, I will send you Elijah the 

prophet before the coming of the 

great and dreadful day of the Lord: 

—Malachi 4:5. 

Course No. 11 
And he ordained twelve, that they 
should be with him, and that he 
might send them forth to preach. 

And to have power to heal sick- 
nesses, and to cast out devils: 

-Mark 3:14-15. 


Course No. 13 
Search the scriptures; for in them 
ye think ye have eternal life: and 
they are they which testify of me. 



Course No. 15 

Wherefore, it is an abridgment of 
the record of the people of Nephi, 
and also of the Lamanites— Written 
to the Lamanites, who are a remnant 
of the house of Israel; and also to 
Jew and Gentile— 

—Book of Mormon, frontispiece. 


Course No. 17 
For the Son of man shall come in 
the glory of his Father with his 
angels; and then he shall reward 
every man according to his works. 

-Matthew 16:27. 


Course No. 21 

I have set the Lord always before 
me: because he is at my right hand, 
I shall not be moved. 

Therefore my heart is glad, and 
my glory rejoiceth: my flesh also 
shall rest in hope. 

For thou wilt not leave my soul in 
hell; .... -Psalms 16:8-10. 


Course No. 25 
And they did admonish their 
brethren; and they were also ad- 
monished, every one by the word of 
God, according to his sins, or to the 
sins which he had committed, being 
commanded of God to pray without 
ceasing, and to give thanks in all 

thmgs. -Mosiah 26:39. 


Course No. 27 

Having therefore obtained help of 
God, I continue unto this day, wit- 
nessing both to small and great, 
saying none other things than those 
which the prophets and Moses did 
say should come: 

That Christ should suffer, and that 

he should be the first that should 

rise from the dead, and should shew 

light unto the people, and to the 

Gentiles. ^ r,r, r,r. «« 

-Acts 26:22-23. 


( Concluded from page 332. ) 

Christ. Translations into other lan- 
guages also helped to preserve them. 
The Book of Mormon makes it clear 
that the Old Testament writings 
went "forth from the Jews in purity 
unto the Gentiles, according to the 
truth which is in God." (1 Nephi 

The early history of the New 
Testament writings is relatively ob- 
scure. That records were kept in 
the Early Church is clear from the 
seventh section of the Doctrine and 
Covenants, not to mention section 
93, verses 6-18. The Savior also 
made it clear to the Nephites that 
He expected Church records to be 
carefully kept. (3 Nephi 23:6-13.) 

There is no reason to doubt that He 
was just as interested in the records 
of the Palestinian church. Luke al- 
so makes it clear that "many" had 
undertaken to "set forth" events in 
New Testament times. (Luke 1:1.) 
The so-called "Epistle to Barnabas" 
(C. 110-130 A. D.) in later times 
indicated the existence of sacred rec- 
ords when it begins a quotation 
from Matthew with the authoritative 
formula, "It is written." 

The apostate condition of the 
Church after the turn of the first 
century A. D. changed the status of 
the scriptures to a marked degree. 
The Book of Mormon indicates that 
both the Old and N«w Tig^ameht 

writings were tampered with by 
the "great and abominable church," 
the apostate shell of the original 
Church organized by the Savior. 
( Nephi 13:24-29; 14:23. ) The scrip- 
tures we now have are copies of 
copies of copies of what remained 
after wicked men had changed or 
deleted portions of the sacred writ- 
ings that had come into their ha.nds. 

A WHOLESOME tongue is a tree 

of life: but perverseness therein 

is ia breach in the spirit, A fool de- 

spiseth his father's instruction: but 

he that regardeth reproof is pru- 

" ' '^' -Proverbs ISA, 5. 


1 9 5 2 




^y Kenneth S. Bennioru 

'IAT'atch any audience listening to 
a lecturer as he uses words 
only to present his message. Then 
watch the same audience as he holds 
up a picture, an object, or anything 
the eye can see to illustrate his point. 
Though he may be a good lecturer, 
and his subject interesting, yet when 
the object is displayed there is a 
sudden rise of interest, a stirring as 
his audience leans forward, sits up 
straighter, shifts a little to gain a 
clearer view. Is not such action 
proof enough that the visual aid 
has stimulated new interest? It is 
good teaching psychology to intro- 
duce things that appeal to the eye 
as well as the ear. 

Show the two pictures for this 
month in your class. Display them 
on your desk, with a little folded 
cardboard, easel, or put them on your 
bulletin board. Still better, moisten 
a cloth with butter, lard, mineral 
oil, warm paraffine wax, or similar 
matprial, and wipe the back of the 
picture to make it translucent. Then 
display it in a box with a light be- 
hind it. Such an illuminated pic- 
ture will add much interest to the 
day's lesson presentation. (See The 
Sunday School Librarians Guide- 
hook for information about making 
a box for showing illuminated pic- 
tures. ) 

Jesus Baptized 

This is a reproduction of one of 
the world's great paintings on a most 
vital part of the New Testament 
story. We read in the Bible: 

"Then cometh Jesus from Galilee 
to Jordan unto John, to be baptized 
of him. 

"But John forbade him, saying, I 
have need to be' baptized of thee, 
and comest thou to me? 

"And Jesus answering said unto 
him. Suffer it to be so now: for thus 
it becometh us to fulfil all righteous- 
ness. Then he suffered him. 

"And Jesus, when he was baptized. 

went up straightway out of the 
water: and, lo, the heavens were 
opened unto him, and he saw the 
Spirit of God descending like a dove, 
and lighting upon him. 

"And lo a voice from heaven, say- 
ing. This is my beloved Son, in 
whom I am well pleased." ( Matthew 

Our Fourth Article of Faith says: 
"We believe that the first principles 
and ordinances of the Gospel are: 
first. Faith in the Lord Jesus Christ; 
second, Repentance; third. Baptism 
by immersion for the remission of 
sins; fourth, Laying on of hands for 
the gift of the Holy Ghost." 

Did Jesus have need for repent- 
ance? Or for forgiveness? No, for 
his was the world's only example of 
a life without sin. Why, then, did 
he comply with the ordinance of 
baptism? He himself gave the an- 
swer, when John humbly protested, 
saying: "I have need to be baptized 
of thee, and comest thou to me?" 

Jesus said: "Suffer it to be so now; 
for thus it becometh us to fulfil all 
righteousness. ..." 

Jesus complied with the ordinance 
of baptism as an example to all 
mankind that we, also, are required 
to pass through the waters of bap- 
tism if we desire a place in the king- 
dom of our Father in heaven. 

This picture will be helpful in 
teaching the following lessons: 

Course 5: "Baptism— a Reminder 
of Things We Should Do," 

Course 7: "Baptism— a Good Start," 
Course 19a: "Light on Principle 
and Ordinance of Baptism." 

Making the Home Beautiful 

This modern painting is perhaps 
intended to illustrate the idea that 
much work is required to keep a 
home clean and attractive. But it 
may illustrate another great truth 
even more effectively: Home is beau- 
tiful only if those who live within 

it, men and women, boys and girls, 
have beautiful characters. Could 
the home be beautiful if one of the 
little girls had a frown on her face? 
Or if one of them were doing some 
unkind or thoughtless act? There 
is an old story entitled "Handsome 
Is as Handsome Does." Its purpose 
is to show that mere prettiness is not 
enough. It may not even be im- 
portant. Thoughts and actions make 
a person beautiful or unattractive. 
Doing things freely and unselfishly 
for the good of others is the surest 
way to develop a lovely character, 
a personality that will help to make 
any home radiantly attractive. 

The following lessons may be 
made more meaningful through the 
use of this picture: 

Course 1: 

"We Have Joy at Home," 

"We Help Father and Mother 
within the Home." k 

Course 5: I x 

"Sometimes We Have Pets at 

"We Grow by Sharing Work and 


/^iVE me wide walls to build my 
house of Life— 

The North shall be of Love, against 
the winds of fate; 

The South of Tolerance, that I may 
outreach hate; 

The East of Faith, that rises clear 
and new each day; 

The West of Hope, that e'en dies a 
glorious way. 

The threshold 'neath my feet shall 
be Humility; 

The roof— the very sky itself— Infin- 

Give me wide walls to build my 
house of Life. 

—Selected by Gurden Mead. 



Printed In U. S. A. 


Printed In i 


Mark 1:9 



^y oMarte Fox Felt 

/^HRiSTMAS time is a happy time; a 
^ special time when people are 
thinking of many ways in which to 
make other people happy. Some • 
folks give gifts to their family and 
friends. Others do thoughtful, kind 
deeds instead. Everyone is trying 
in his own special way to say, "I 
love you." 

Long ago our Heavenly Father 
was especially kind and thoughtful. 
He sent the very best gift possible 
to all of us. It was His Son, Jesus 
Christ. He had promised to do this 
for a very long time, and some peo- 
ple wondered if He ever really 
would. But Heavenly Father al- 
ways keeps His promises and does 
it at a time that is the very best. 

All of this happened a long time 
ago in a land called Judea. Now 
people call it Israel. In this land 
in a little town called Nazareth lived 
a beautiful and lovely young lady 
named Mary. We think that she 
must have been very good and kind 
to have had our Heavenly Father 
choose her from among all the 
women who lived on the earth to 
be the mother of His Son, Jesus 

In this same town lived a good, 
kind man named Joseph. He loved 
Mary and wanted her to be his 
wife. They were planning to be 
married and have a home together. 
One day an angel of the Lord 
named Gabriel was sent from God 
to Mary in Nazareth. As he ap- 
peared to her he said, "... Hail, 
thou that art highly favoured, the 
Lord is with thee: blessed art thou 
among women." 

Mary did not quite understand 
what the angel meant. Then the 
angel spoke to her again. This time 
he said, "... Fear not, Mary: for 
thou hast found favour with God . . . 
thou shalt . . . bring forth a son, and 
shalt call his name Jesus. He shall 
be great . . . and of his kingdom 
there shall be no end." 

The angel then told Mary many 
things that would happen to her 
and to the precious new baby that 
was to come. 

Mary was very, very happy. As 
the angel finished speaking she said, 
"be it so according to thy word." 
Then the angel left her. 

Some time after Mary and Joseph 
were married the ruler of that coun- 
try sent word that they should go 
to another city named Bethlehem to 
pay their taxes. It was a long way 
for these good people to go since 
in those days the trip had to be 
made either on camels or donkeys 
and travel was very slow. 

When they arrived in Bethlehem 
they tried to find a place to sleep 
for they were very tired. The Bible 
tells us that "there was no room for 
them in the Inn" (hotel), but a kind 
man let them use his stable and 
sleep on the hay that was there 
for his animals. 

On that night in a humble stable 
the greatest thing that the world 
has ever known happened. God, 

our Heavenly Father sent the baby 
Jesus to Mary for her and Joseph 
to love and care for. In this won- 
derful book the Bible we are told 
that "she viTapped him in swaddling^ 
clothes and laid him in a manger." 

"And there were in the same coun- 
try shepherds abiding in the field, 
keeping watch over their flock by 

And, lo, the angel of the Lord 
came upon them, and the glory of 
the Lord shone round about them: 
and they were sore afraid. 

And the angels said unto them. 
Fear not: for, behold, I bring you 
good tidings of great joy, which shall 
be to all people. 

For unto you is born this day in 
the city of David (Bethlehem) a 
Saviour, which is Christ the Lord. 

And this shall be a sign unto you; 
Ye shall find the babe wrapped in 
swaddling clothes, lying in a man- 

^Swaddling clothes means cloth that is used 
to wrap around. 

{Concluded on page 34L) 

The First Christmas Night 

Wordsvand Music by 

{^^ •' Ij itt^i l iiilj ^ ^ ^ 1 ^ 

l.When lit - tie ba - by Je - sus came on the earth to dwell A 
2. The shep-herds and the wise-men Were guid - ed by its light To 

^)'i \ i p pfp 




r ' 7 






love - ly star 
where the ba • 





the sky The 
sus lay On 

hap - py news did 
that first Christ-mas 











^y zMilton BenniorL. 

CcANDiNAViA ToDAY, by Franklin D. 
^ Scott, The Foreign Policy Asso- 
ciation No. 85, 62 pages, $0.35. 

In medieval times the Vikings 
were Hnked with Scotland, England, 
and France through raids on the 
coasts of these countries and perma- 
nent settlement of Normandy in 
France. Scandinavian blood be- 
came fused with Anglo-Saxon when 
England was invaded by the Nor- 

During the latter half of the nine- 
teenth century Denmark changed 
from the policy of war and diplo- 
macy to education and expansion of 
industry and trade. 

Bishop N. F. S. Grundring made a 
great name for himself by his leader- 
Slip in Danish rural life. The Dan- 
ish rural schools have been an in- 
spiration to many American edu- 
cators. Bishop Grundring's work 
was both stimulated and retarded by 
the warlike, aggressive policies of 
Bismark, and greatly hampered by 
Hitler in World War II. Trade re- 
lations with Germany and Britain are 
now almost wrecked, to the disad- 
vantage of all concerned. Denmark's 
"producers and consumers coopera- 
tives were models of efficiency and 
guarantors of quality." (Page 17.) 

The Norwegians still have, in large 
degree, the independence, courage, 
and initiative of their ancestors, the 
Vikings. These characteristics, how- 
ever, are now exercised in behalf of 
peace and world cooperation. Their 

statesmen were among the first to 
suggest formation of the United Na- 
tions, and to promote its work 
through their great statesman, 
Trygve Lie. Their elder statesman, 
G. J. Hambro, was one of the strong 
supporters of the League of Nations. 
The "Norwegian Starting makes the 
choices for the Nobel Peace Prizes." 
(Page 20.) 

Their contributions to literature by 
Ibsen and others are outstanding. 
Poets, novelists, and musicians still 
flourish notwithstanding adverse 
conditions resulting from the late 
war and threats of more wars. 

OE interested in others: in their 
pursuits, their welfare, their 
homes and families. Make merry 
with those that rejoice; with those 
who weep, mourn. Let everyone 
you meet, however humble, feel that 
you regard him as one of importance. 

-From "TIPS" 

Sweden is sympathetic with the 
West but afraid to cooperate on ac- 
count of well-grounded threats by 
Russia. They retain their interest in 
the welfare state, but have assumed 
"a middle ground" between state 
ownership of industry and free enter- 
prise. They recognize, as a princi- 
ple of action, that the prosperity of 
the individual depends upon the 
prosperity of all, including that of 
neighboring nations. 

Iceland was first settled by Nor- 
wegians and has alternately been a 
satellite of Norway and Denmark. 
Finally she gained her independence 
and sought to be isolationist. Her 
limited natural resources are hardly 
adequate to sustain her population 
of 138,000. For her own protection 
she had to grant military concessions 
to Britain and the United States and 
to accept financial grants from both. 
They have had almost no immigra- 
tion, but have sent emigrants to 
America; they have a colony of 6,000 
in Canada. 

They have retained their inde- 
pendent spirit and their genius for 
writing poetry and fiction. 

Finland is endangered by being 
under the shadow of Russia. Also 
it has often been threatened by Ger- 
many. Yet her inhabitants of 
4,000,000 ( more or less ) have fought 
for generations to secure and main- 
tain their political and financial in- 
dependence. Marshal von Manner- 
heim is rated as their George Wash- 
ington. Their progress is hampered, 
as in many other states, by too many 
political factions. 

The Scandinavian peoples have 
made very substantial contributions 
to the population of the United 
States and Canada. Their de- 
scendents especially will be inter- 
ested in Professor Scott's book. The 
United States and Scandinavia, 
recommended for further study. 


/^EORGE, the Handcart Boy, by 
Howard R. Driggs, Aladdin 
Book Company, 1952, pages 80, 
$2.00. Illustrated by J. Rulon Hales. 
This attractive, handsomely bound 
and appropriately illustrated volume 
is a very .valuable addition to the 
series of pioneer stories by Howard 
R. Driggs. It is written in his char- 

acteristically entertaining style that 
grips the attention of both children 
and adults. It is printed in large 
type to meet the hygienic require- 
ments of children and the failing 
eyesight of the aged. It will be 
appreciated by readers of all ages 
who enjoy a very entertaining story 
involving a variety of interesting 

characters— English, American by 
emigration from the old world and 
American Indians. 

The book has the great merit of 
illustrating the natural goodness of 
people generally regardless of na- 
tionality, race or color. Especially 
notable are the love and service of 
the Indian mother who cared for 


T H E 


the boy, George, through his illness, 
and his response in securing food 
for her and her children when they 
were near starvation. 

In this connection the fine char- 
acter of some of the ofificers, includ- 
ing the physician, of the Army sent 
west by President Buchanan to quell 
the "Mormon Rebellion" is a signifi- 
cant feature of the story. 

Members of the general board of 
the Deseret Sunday School Union 

who served during the first quarter, 
or thereabouts, of this century will 
be interested to learn that the boy, 
George, settled in Springville and at 
the end of this story turns out to be 
"Beefsteak" Harrison, proprietor of 
the famous restaurant of that name; 
also, that much of what he learned 
about cooking was from a good- 
natured Negro chef on the ship 
while crossing the Atlantic, and later 

from his kind and loving Indian 
mother. She was very skilled in 
roasting buffalo and venison steaks. 
When travel to and from conven- 
tions was by team, or occasionally 
by auto with a speed limit of fifteen 
miles per hour, board members re- 
turning from south of Provo often 
enjoyed the hospitality of Beefsteak 
Harrison— his marvelous steaks and 
interesting stories of pioneer life, 

(Concluded from page 322.) 

folly to say to the President of the 
Church or to say to the presidency 
or superintendency of any of the 
auxiliary organizations, "You remove 
that man, or you remove that 
woman, or else I will stop coming to 
Church." The Savior said, "No, do 
not pull up the tares or you will de- 
stroy the wheat; let them grow to- 
gether, and in the time of harvest 
bind your tares to be burned and 
harvest your good crop." Oh, what 
a beautiful message! 

Again, consider the Parable of the 
Hidden Treasure. {Matthew 13:44.) 
A man was farming and found that 
hidden treasure, the greatest of all 
things, and sacrificed everything for 
it. Sometimes people are absorbed 
in getting the gain of the world and 
lose sight of that treasure which is 
hidden right before them. "For 
what is a man profited, if he shall 
gain the whole world, and lose his 
own soul? or what shall a man give 
in exchange for his soul?" ( Matthew 

Then there is the parable of the 
foolish man, who said, "My harvests 
are so great that my barns and 
granaries will not contain them. I 
will tell you what I will do. I will 
tear down the old granaries and 
barns and build greater, more 
spacious granaries, more extensive 
barns." But the Savior said, 
"Thou fool, this night thy soul shall 
be required of thee." That is called 
"The Parable of the Rich Fool." 
(Luke 12:16-20.) His aims were no 
higher than the beasts of the field. 
God had given him these things, and 
he did not even pay his tithing or 
express his appreciation, but said, 
"I am going to take these things for 
my ov^Ti." 

In keeping with that is the Par- 
able of the Wedding Garment. 
(Matthew 22:11-13.) A certain king 
had made a great wedding feast for 
his son, and many were invited, and 

there was one there without a wed- 
ding garment, and the host said, 
"Why are you here without a wed- 
ding garment? Take him and bind 
him, and cast him into outer dark- 
ness." It seems harsh, doesn't it? 
But it is not when we think of the 
application. We are invited into 
Christ's Church, with Christ at the 
head, those who are there possessing 
pure characters. One whose char- 
acter is not pure is not fit for that 
company, and of his own volition he 
will find himself eager to escape and 
get out somewhere else where he 
will be more in harmony with his 
surroundings. The wedding garment 
is a pure, spotless character. Teach- 
ers, you can carry that into every 

Finally as an illustration, I am go- 
ing to give the Parable of the Two 
Sons. (Matthew 21:28-30.) The 
father said to one son, "Will you 
please do this?" and he said, "I will 
not," but afterwards he did it. He 
said to the second son, "Will you do 
this work?" and he said, "I will/' 
but he failed to do it. Which of 
these two sons deserved the reward? 
That was the parable. What is the 
application?~that there is virtue in 
doing, not in promising. It is the 
doing that the Lord wants, not the 
mere prom.ise. 

Let me quote, as a summary of 
this latest parable which I have 
given, this expression in verse. It 
is applicable to all of us in the 
Church : 

"I'd rather see a sermon than hear 
one any day. 

I'd rather one would walk with me 
than merely point the way. 

The eye's a better pupil and more 
willing than the ear, 

Fine counsel is confusing, but exam- 
ple's always clear. 

And best of all the preachers, are 
the ones who live their creeds. 

For to see good put in action is what 
everybody needs. 

"I soon can learn to do it, if you'll 
let me see it done. 

I can watch your hands in action, 
hut your tongue may too fast run, 

And your lecture you deliver may 
he wise and true. 

But I'd rather get my lessons by ob- 
serving what you do. 

For I might misunderstand you in 
thfi high advice you give. 

But there's no misunderstanding how 
you act and how you live.'"^ 

"Therefore whosoever heareth 
these sayings of mine, and doeth 
them, I will liken him unto a wise 
man, which built his house upon a 

"And the rain descended, and the 
floods came, and the winds blew, and 
beat upon that house; and it fell 
not: for it was founded upon a rock. 

"And every one that heareth these 
sayings of mine, and doeth them not, 
shall be likened unto a foolish man, 
which built his house upon the 

"And the rain descended, and the 
floods came, and the winds blew, 
and beat upon that house, and it fell: 
and great was the fall of it." 
(Matthew 7:24-27.) 

In conclusion I want to bear you 
my witness that the teachings of our 
Lord and Savior, Jesus Christ, con- 
tain the true phflosophy of living, I 
make no exception, I love them. 
There are men who say they are not 
applicable to this day. They are as 
applicable today as they were when 
He spake them, and because they 
contain eternal truths they wfll be 
applicable throughout all time. 

God help us to understand these 
eternal truths, and may He give us 
power to live them, I pray in the 
name of Jesus Christ. Amen. 

"Sermons We See, by permission of Edgar A. 
Guest, Detroit Free Press. 





^y Superintendent Qeorge R. Hill 

T^HE assignment to the Sunday 
School to teach the Gospel to the 
membership of the Church cannot 
be adequately done except it be 
graded so as to fit the capacities of 
Sunday School children. To meet 
this end manuals have been and are 
being written. 

Constituting the Sunday School 
courses of study these manuals, fine 
as they are, are not a substitute for 
the Standard Church Works, but 
should motivate the children and 
grownups to appreciate, to love and 
to search these precious volumes of 

It is thought that children can be 
so inspired that they will want to 
go through this course of study, 
course by course. To that end 
courses will be numbered so that 
students may know what courses 
they have taken and those which 
are still ahead of them. 

The promotions will be from 
course to course each year. The en- 
tire class, with the roll book account- 
ing for every active and potential 
member, will pass to the next higher 

No ward has enough classrooms to 
allow each course to be given each 
year. The great majority of Sunday 
Schools are so constituted that they 
can give each course every other 
year and that is the pattern, there- 
fore, upon which most Sunday 
Schools can best operate. 

To make this orderly, graded pro- 
gression simple and understandable 
to pupil and teacher the courses are 
so numbered that the even-numbered 
courses will fall on even years and 
odd-numbered courses on odd years 

throughout the required curriculum. 
It can be easily understood and ad- 
ministered and in time the courses 
will become traditionally established 
like grades at day school. 

The required courses of study 
to give students a comprehensive 
knowledge of the Gospel to the age 
of 18 or 19 years, have been num- 
bered course 1 to course 15. Courses 
16 to 29 inclusive are elective. 
It is recommended, however, that 
each young adult study at least two 
years of courses 16 and 17, or courses 
18 and 19, before electing any of the 
other subjects. Courses 1 (and la, 
if space for a division is available) 
is for the present Nursery class. In 
each even year a course for pupils 
4 and 5 years will be given, and 
called course 2, followed by course 
3 in odd years. 

It is proposed to follow our ex- 
cellent manuals in these courses and 
simply number each manual to cor- 
respond with the course in which it 
will be used. 

In 1953 the following numbered 
courses and corresponding manuals 
will be given: 

For children under 5 years of age: 
Course Number 1 (and la, if room 
for division ) , Sunday Morning in the 

For those children who studied 
Course Number 2 in 1952 ( Class L) : 
Course Number 3, Joyful Living ( ap- 
proximate ages 5 and 6 years); 

For those children who studied 
Course Number 4 in 1952 (Class J) : 
Course Number 5, Living Our Re- 
ligion, Part II; 

For those children who studied 
Course Number 6 in 1952 (Class I) : 

Course Number 7, What It Means 
To Be a Latter-day Saint; 

For those children who studied 
Course Number 8 in 1952 (Class H) : 
Course Number 9, Leaders of the 

For those children who studied 
Course Number 11 in 1952 (Class 
G): Course Number 11, Ancient 
Apostles (by President McKay); 

For those children who studied 
Course Number 13, in 1952 (Class 
F ) : Course Number 13, Our Stand- 
ard Works; 

For those children who studied 
Course Number 14 in 1952 (Class 
E ) : Course Number 15, Life in 
Ancient America; 

For those children who studied 
Course Number 16 in 1952 (Class 
D): Course Number 17, Good Tid- 
ings to All People. 

In addition the following elective 
courses will be offered in 1953: 

Course Number 21, Principles and 
Practice of Genealogy; 

Course Number 23, Teacher 
Training (usually given at same time 
as the worship service); 

Course Number 25, Parent and 

Course Number 27, Teachings of 
the Old Testament (Gospel Doc- 
trine ) ; 

Course Number 29, A Marvelous 
Work and a Wonder (Investigators' 

A list of Sunday School courses by 
number with corresponding titles as 
used in 1953 and 1954 to replace 
pages 30, 31 and 32 of the Sunday 
School Handbook will be distributed 
shortly to stake and ward superin- 

lyiASTEE, which is the great com- 
mandment in the law? 

Jesus said unto him, Thou shalt 
love the Lord thy God with all thy 
heart, and with all thy soul, and 
with all thy mind. 

This is the first and great com- 

And the second is like unto it. 

Thou shalt love thy neighbour as 

On these two commandments hang 
all the law and the prophets. 

-Matthew 22:36-40. 

/^OD is a spirit: and they that wor- 
ship him must worship him in 
spirit and in truth. —John 4:24. 

A ND he took a child, and set him in 
the midst of them: and when he 
had taken him in his arms, he said 
unto them. 

Whosoever shall receive one of 
such children in my name, receiveth 
me: and whosoever shall receive me, 
receiveth not me, but him that sent 
me. ^Mark 9:36, 37. 





^y Superintendent Qeorge R. Hill 

Tf we would have reverential wor- 
ship services in our Sunday 
Schools there are several basic things 
that should be done: 

1. Punctuality. One simply can- 
not get undisturbed reverence in the 
worship service with people com- 
ing in late. We cannot ask for punc- 
tuality from others effectively, unless 
our Sunday Schools set an example 
by starting strictly on time. The 
superintendency, bishopric, chor- 
ister and organist, secretary, the one 
to give the opening prayer, two-and- 
one-half-minute speakers and the 
person that will lead the sacrament 
gem should be in their places in 
whisperless order when the prelud- 
ial music begins. 

2. Greetings and notices by the 
bishop and superintendency should 
be given in a quiet, reverential tone 
of voice and should be brief. 

3. We should remain seated to 

In a letter to the General Music 
Committee dated January, 1952, con- 
cerning the question "Should con- 

gregations in our Church remain 
seated during the singing of hymns?" 
the First Presidency gave this an- 

"It is our opinion that there is no 
need for the congregation to arise 
in order to sing; indeed, that it 
causes confusion. We, therefore, de- 
sire that the congregation be not 
disturbed by arising to sing. This 
does not apply, however, to congre- 
gational hymns sung in the course 
of a long meeting where it is de- 
sirable that the people should arise 
in order to rest themselves." 

If children are tired of sitting they 
may rise during part of song practice. 

Observance of this rule might 
stimulate punctuality by removing 
the opportunity to slip in late and 
unnoticed while the congregation is 

4. Confusion could be reduced by 
having song books adequately dis- 
tributed before Sunday School is 
ready to begin. Unnecessary, sound- 
less movements often cause an "eye- 
static" almost as distractive to young 

minds trying to concentrate on spir- 
itual things, as noise. 

No chorister should yield to the 
temptation to shout or scold or im- 
patiently, rap with his baton to get 
compliance with his wishes. 

5. In the Junior Sunday School it 
is felt that if the sacramental service 
came earlier in the program, before 
the children become fidgety, it 
would make for better order during 
that sacred ordinance. If more dea- 
cons could be assigned by the bishop 
to pass the sacrament in Junior Sun- 
day School, it would shorten the 
time children were expected to sit 
quietly with folded arms. No espe- 
cially lighted picture of Christ or 
other visual or sound device should 
be used. This might distract the 
child's concentration and contempla- 
tion on the goodness of Jesus, during 
the passing of the sacrament. 

6. Wherever possible, teachers 
should precede their pupils to classes 
thus preserving and carrying into 
the classroom as much of the rever- 
ence of the worship service as pos- 

And suddenly there was with the 
angel, a multitude of the heavenly 
host praising God, and saying. 

Glory to God in the highest, and 
on earth peace, good will toward 

And it came to pass aS the angels 
were gone away from them into 
heaven, the shepherds said one to 
another. Let us now go even unto 
Bethlehem, and see this thing which 
is come to pass, which the Lord hath 
made known to us. 

And they came with haste and 
found Mary, and Joseph, and the 
babe lying in a manger. 

And when they had seen it, they 
ma^e known abroad the saying 

which was told them concerning this 

And all they that heard it won- 
dered at those things which were 
told them by the shepherds. 

But Mary kept all these things, 
and pondered them in her heart. 

And the shepherds returned, 
glorifying and praising God for all 
the things that they had heard and 
seen, as it was told unto them." 

Thus it was that Christmas came 
to be. The years of waiting were 
over and the first Christmas gift of 
all time came to earth— Jesus Christ, 
the son of the living God. 

Ever since that day so long ago, 
people have tried to bring happiness 

{Concluded from page 337.) 

to others on this day through kind 
deeds and gift giving; thus making 
Christmas day the happiest day of 
all the year. 

Text: Matthew 1:18-25; Luke 
1:26-38, 2:1-19. 

Pictures: Standard Publishing Co., 
No. 497 and No. 623, see The In- 
structor for October, 1952. 

"VTEVER let an opportunity pass to 
say a kind and encouraging word 
to or about somebody. Praise good 
work done, regardless of who did 
it. If criticism is needed, criticize 
helpfully, never spitefully. 

-From "TIPS" 





'By Hazel West Lewis 

Photo by Ray G. Jories 

Smiling and frowning faces, pictures, miniatures and 
charts are useful teaching aids in the Nursery. 

r^FFiCERs and teachers of the 
Crescent Ward Junior Sunday 
School have found out that it takes 
more than wishful thinking to get 
a library of visual aids and other 
equipment. Their willingness to put 
forth a great effort coupled with the 
full cooperation of the ward bishop- 
ric, the Sunday School superintend- 
ency, and the auxiliary organizations 
have built up a library of which the 
ward can be proud. 

Realizing the need for visual aids 
to be used in teaching, the Sunday 
School, with the permission of the 
bishop, staged a Ward Fun-Fest tc 
raise funds for a ward library. 
With the assistance of the other 
auxiliary organizations a motion- 
picture show was held. Following 
the show, homemade ice cream, 
cake, pop, candy and popcorn were 

sold. A fishpond was another popu- 
lar form of fun and revenue. With 
this revenue, and other donations, 
a ward library was started. 

One of the first things purchased 
was a used two-drawer metal filing 
cabinet for pictures. The Primary 
Association assisted the Sunday 
School with the mounting of more 
than 300 pictures, which were to be 
available to both organizations. Some 
of these pictures were sets pur- 
chased at the Deseret Book Go. to 
correlate with the lesson manuals, 
others were miscellaneous pictures 
found in magazines. Twenty-four 
large Biblical pictures were mounted 
on brightly colored railway card- 
board. These were punched with a 
hole on the top so that they could 
be hung on small easels. These 
easels were obtained from the care- 

taker of a local cemetery. These 
easels also held flannelboards which 
were available to all classes. 

A member appointed by each of 
the above organizations made an ef- 
fort to see that the teachers received 
the pictures that were to be used 
with each lesson. 

To make the faculty of the Sun- 
day School better acquainted with, 
and more conscious of, the visual 
aids in the files, groups of pictures 
were displayed in the faculty meet- 
ings. Demonstrations were given 
to show how to use the pictures 
with the lesson stories. 

Books were donated to the library 
as were past issues of the Relief So- 
ciety Magazine, Children's Friend, 
The Instructor and The Improve- 
ment Era. Copies of Sunday School 
manuals were also part of the li- 

Much equipment for the Junior 
Sunday School was made or donated 
by people of the ward. Members 
of the Sunday School superintend- 
ency made small benches and an 
organ was donated by a member of 
the ward. Another member made 
a small-sized pulpit with two sliding 
steps in the back and shelves for 
storage. This same member made 
a large easel that held a large bul- 
letin board which could be used as 
a flannelboard. A flannel slip cover 
was made which could be put on the 
bulletin board or taken off at will. 
One woman and her daughter made 
draperies for the windows of the 
amusement hall which houses the 
Junior Sunday School. 

The Crescent Ward boasts of a 
nursery equipped with rugs, a baby 
bed, a toy chest, books, puzzles, pic- 
tures, dolls, and a doll cradle. This 
nursery is used jointly by the Sun- 
day School and the Relief Society. 

To make the ward members more 
conscious of materials used in the 
Junior Sunday School and to show 
them how these materials were 
used, an exhibit was planned and 



held last July for all ward members. 
The exhibit was open before and 
after Sunday School and before and 
after Sacrament meeting.* 

It was a breath-taking experience 
to view the visual aids exhibited. On 
the table were beautifully mounted 
pictures, a theater made of an apple 
box, painted green, with bright 
chintz curtains and rollers with 
handles. A shadow box was in 
evidence with its lovely, oiled pic- 
ture. Several flannel backgrounds 
were used. Some of these had 
been made with oils, textile 
paints, chalk and water colors. 
Sets of flannelboard pictures were 
in evidence. 

Displayed attractively were scrap- 
books that the children of the First 
Intermediate Class had made. The 
Gold Plates had been made in rep- 
lica, together with log cabins. Pio- 
neer figures had been made from 
gumdrops, and wagons and buffalo 
had been made from potatoes. 

On one wall large posters show- 
ing the four steps of a prayer were 
displayed. Also the words, "Thank 
you" and "Thank Thee" were printed 
on posters and painted with spackle. 
These were used with a song or 
when a child was helped to pray. 

Photo by Ray G. Jones 
Four steps of a prayer are arranged on a poster above the versatile flannelboard. 

One poster of particular interest was 
a picture of Jesus mounted on card- 
board. Around the feet of Jesus 

were lambs with a touch of cotton 
on their heads and tails. Each child 
had his name placed on one of the 
lambs when he had learned to pray 

The various manuals used in the 
Junior Sunday School were placed 
on the table so that parents could 
pick them up and see the courses 
of study their children were pur- 
suing in the various groups. 

As one looked at the exhibit he 
realized the vast amount of time and 
energy that went into collecting 
these visual aids. The teachers have 
caught the vision of how these aids 
help teach the Gospel to the chil- 
dren intrusted to them. 

Photo by R.iy G. Jones 

Three of the Junior Sunday School teachers arrange for display part 
of the 300 pictures that had been collected and mounted. 

"The writer viewed the exhibit and found it 
especially fine. To be complimented on theii 
fine work are: Beth Samuelson, Donna Stead- 
man and LaVerle Jordon. 


( Concluded from page 326. ) 

And here collect the seed and 

Which shall our inner selves sustain. 
To live till winter's night sweeps 



What is my chief, nay, sole delight? 
To cling me close to branch of 

To bask in sunshine warm and 

And rustle these my wings with 

The moral of this short story, or 
fable, is obvious: pleasures are tran- 
sient—permanent comfort can be se- 
cured only by prudence and in- 

The memory of the native is 
phenomenal; a story learned in child- 

hood is never forgotten. The use of 
the story to teach a lesson in Sun- 
day School or to put over a point 
in a sermon is the most effective 
methc-d of instruction in the mis- 
sions of the Pacific. Rapt attention 
is always given to the teller of tales 
in Polynesia. 

The Polynesian is unexcelled in 
this art. 

For a map of the Islands of the Pacific where 
these Polynesians live, see the Inside Back Cover. 





For the z^ontb of January 

JANUARY, 1953. "God of Power, God 
^ of Right," Hymns, Church of 
Jesus Christ of Latter-day Saints, No. 

The Lord is my strength and my 
shield; my heart trusted in him, and 
I am helped: therefore my heart 
greatly rejoiceth; and with my song 
will I praise him. —Psalms 28:7. 

jestic hymn has strength and char- 
acter and possesses all the qualities 

"Second printing 1950. See p. 35 in the 1948 

of a good hymn. Its melodic line is 
fuU of interest and well within the 
range of an average voice. The har- 
mony is solid and simple, building 
a musical climax in four short 
phrases. This selection calls for a 
style of singing that is marked with 
a full tone — suggesting power and 

The conductor's beat may well 
suggest vigor and robustness, and 
don't overlook the fact that the cue 
beat determines the tempo of the 
hymn as well as signals the congre- 

Sacrament Music and Gem 

For the c^onth of January 






Jp * 









In memory of the broken flesh, 
We eat the broken bread, 

And witness with the cup, afresh 
Our faith in Christ, our Head. 








gation to begin. (Note the metro- 
nomic marking— a half note gets a 
beat, with seventy-two beats to the 
minute. ) 

The text written by Wallace F. 
Bennett, general treasurer of the 
Deseret Sunday School Union, is an 
exceptional example of a religious 
message told briefly with well-chosen 
words. If you question this state- 
ment, try limiting your next message 
to a brief twenty -four words. 

The musical setting by Tracy Y. 
Cannon is but one of his many fine 
settings found in our present hymn 
book. Most of Brother Cannon's life 
has been devoted to service in the 
Church. He was bishop of the Can- 
non Ward for five and one-half years, 
a member of the Deseret Sunday 
School Union Board for twenty-seven 
years, and a member of the General 
Music Committee since 1920. In ad- 
dition to these activities, he has 
served as Tabernacle organist and 
director of the McCune School of 
Music and Art. For the last several 
years he has acted as chairman of 
the Church Music Committee, dur- 
ing which time many major publica- 
tions have been released, including 
our new adult book of Hymns and 
our children's book, The Children 
Sing. —Vernon J. LeeMaster 

FOR ORGANISTS: This hymn is 
No. 36 in the 1950 edition of the 
hymn book, and No. 35 in the 1948 

In playing this hymn it will be 
well to suggest the feelings of 
strength and steadfastness, rather 
than delicateness. To do this use a 
fairly strong registration of 8-foot 
and 4-foot tone and without tremolo. 
As usual, use 16-foot and 8-foot tone 
in the pedals. 

Play the hymn also in steady time, 
because a meandering rubato would 
be out of place in this majestic hymn 

Breathe at the end of each of the 
{Concluded on page 351.) 






^y Leah zM. Wright, North Jordan Stake Sunday School (Board 

Tn our stake, where wards are so 
widely separated, we have ex- 
perienced difficulty in conducting 
successful teacher training classes 
on a stake basis. Because of trans- 
portation problems and other diBEi- 
culties, the highest number of pupils 
graduated under this plan was four- 
teen. In 1950-51 we changed over 
to the ward basis and four wards out 
of five in the stake graduated a total 
of twenty-seven pupils. Last year 
some of the wards were divided, 
making nine wards in the stake in- 
stead of five; and since we had 
never felt satisfied with results of 
the teacher training program, we de- 
cided that now was the time to do 
something about it. 

Early in April Stake Sunday School 
Superintendent Jay W. Labrum 
called a meeting of all ward Sunday 
School superintendencies at which 
time our plan for teacher training on 
a ward basis was presented. After 
some discussion, they all agreed to 
cooperate. Our immediate goal was 
to have a competent teacher selected 
to work with us by June 1. We fell 
short of this goal, but by July we 
had a teacher from each of six wards. 
In the meantime, the stake board 
member in charge of teacher train- 
ing made frequent visits to the wards 
that had not chosen a teacher to en- 
courage and keep them reminded of 
our plan. 

Brother Labrum, Brother Rushton 
and Brother Christensen, our stake 
Sunday School superintendency, 
were very helpful, and in their visits 
to the various wards never failed to 
give a boost to teacher training. 
This all helped and we soon had a 
teacher for each of the eight wards 
in our stake participating. Under the 
direction of the stake board member 
in charge of teacher training, these 
teachers met together, discussed the 
program, familiarized themselves 
with the textbooks so that by the 
time we were ready to start the 

classes all could begin at the same 

In most cases students for the 
classes were recruited by the ward 
Sunday School superintendency and 
the bishopric working together, who 
chose the ones they felt should take 
the class. In some of the wards, each 
organization was asked to submit 
names for the class. When the stu- 
dents were decided upon in every 
ward, they were asked individually 
by the bishopric of that ward, either 
by personal contact or by letter. 
This made them feel that it was an 
opportunity and a calling. 

'pHERE is a big difference be- 
tween a mere desire to do a 
thing and a burning passion to do 
it, a determination to accomplish it 
at any cost. A mere desire is like 
warm water in a locomotive— it will 
never produce steam. It takes fire 
and force and enthusiasiji to gener- 
ate the steam that propels the suc- 
cessful character. 

—Sunshine Magazine. 

Mostly, two M^ards met in the 
same building; so we found that 
each ward had to work out its own 
individual problems of where to 
meet and the classroom space. Some 
of them met with the Sunday School 
officers and teachers in prayer meet- 
ing and continued right on with the 
lesson until the opening exercises 
were over. Others met during the 
regular Sunday School lesson time. 
One teacher conducted the lesson in 
her home because of conflicts and 
shortages of space in the ward meet- 
ing house. 

Our teachers used the course of 
study outlined with some supple- 
mentary lessons we felt should be 
included. The basic texts were "The 
Master's Art" by Driggs and "Teach- 
ing as the Direction of Activities" 
by Wahlquist. 

The stake board member in charge 
of teacher training kept in close con- 
tact with the teacher in each ward, 
provided supplementary material, 
visited whenever possible and helped 
when there was an opportunity. 
Teachers met together at union meet- 
ings to discuss their problems and to 
exchange information. 

Twenty-six lessons were given in 
addition to two extra lessons which 
were conducted on a stake basis 
where pupils of every ward met to- 
gether. These classes were held on 
the same night as the stake leader- 
ship meeting so that transportation 
and space could be arranged. The 
attendance was very high at these 
classes. One of these evenings was 
spent in showing appropriate teacher 
training films, which the pupils 
seemed to appreciate. The other 
class was on personality develop- 

Many interesting projects were 
carried out by the teachers in their 
various wards. One teacher secured 
ten subscriptions to The Instructor 
from her class membership. At the 
close of the course this teacher made 
a mimeographed book for each pupil 
which was full of gems and impor- 
tant reminders of the things fiiey 
had learned in the class. One teach- 
er had given to her class a lesson on 
the Book of Mormon and another 
lesson on the Bible. The lessons were 
given by a recognized and competent 
authority on these Standard Works. 

In connection with the study of 
voice and speech every teacher car- 
ried out the voice recording project. 
A tape recorder was made available 
to those teachers who did not have 
the equipment in their own wards. 
Many forms of interesting reviews 
were carried out at the close of the 
course. One teacher made up a 
series of objective tests covering 
every phase of the work studied. The 
(Concluded on page 351.) 





^y ODavid Lawrence oMcKay 

Qbjective: To motivate the teach- 
ers of the Sunday School to cor- 
relate their teaching with the past 
and future religious learning of their 


The Sunday School Handbook, 
January, 1951 edition. Chap. V, "The 
Sunday School Course of Study," pp. 
21-32, as amended by insertion 
sheet, November, 1952. 

Each of the live Junior Sunday 
School manuals and each of the 

Senior Sunday School Teachers 

Supplements contains a summary ' 

of each of the courses, suggestions John, one of the class, wanted his 

on the characteristics of the pupils page perfect and went to work with 

method has the advantage of having 
each teacher present to the others 
the work that he is most familiar 

Correlated Action Is Important 

Several years ago a seventh-grade 
day-school class was given a scrap- 
book project and each member of 
the class was assigned a page to 
make. It was planned to put all the 
pages together for the scrapbook 
to. be shown at a coming exhibit. 

A TEACHER who knows how his 
class is a part of an integrated 
whole is better able to influence the 
lives of his pupils. 

of the various ages and suggested 
methods of teaching. 

Suggested Methods of Presentation: 

1. Panel discussion. The Emi- 
gration Stake Board presented an 
effective panel discussion of this sub- 
ject on March 16, 1952.* 

care and enthusiasm. Intent on his 
individual project, he talked to no 
one and did not know what the 
others were doing. Finally, then- 
work completed, the pupils brought 
it to the teacher. John's page showed 
more exactness and beauty than any 
of the others, and he glowed with 

pleasure at the teacher's praise un- 
The presentation was effectively til at the same moment they recog- 
-- as follows: Superintendent nized that in relation to all the other 


Paul W. Hodson introduced the 
other four members of the panel and 
directed the class discussion after 
the four presentations; Roscoe Gro- 
ver presented courses numbered 1 
to 7; Wilburn C. West outlined 
courses numbered 8 to 12; Clayton 
R. Williams discussed courses num- 
bered 13 to 15; and Dr. Paul D. 

pages his work was upside down 
and backwards. Alone it would 
have been a masterpiece; as part of 
the whole, for which it was intended, 
it was a failure and went into the 

Many of us Sunday School teach- 
ers are like John. We prepare our 
lessons and think of the members of 

Keller presented courses numbered our class as they will be on the next 

16 and 17 and the adult courses 

2. Five-minute speakers. Nine 
five-minute speakers can present 
the eighteen graduated courses^ 
and a t^ith can present the adult 
subjects. The teacher can then 
correlate and summarize. This 

*This discussion was part of the source of 
the title and contents of this lesson. 

Sunday— we prepare our pages 
alone. Instead, we should know 
what the class members have studied 
before this year, and what they are 
going to study during their nineteen 
years of graded courses in the Sun- 
day School. 

Each subject taught in Sunday 
School is a step in an organized 

series of courses "to help to the ut- 
most each member to become a Lat- 
ter-day Saint in the fullest and truest 
sense of that term." 

A Brief Resume of These Subjects 

Course 1; Sunday Morning in the 

Nursery. (1952) (1953) 

In 1953 the children studying this 
subject will be 2, 3 and 4 years old. 
They will have opportunities on their 
level to develop the attributes for 
which the Church stands and which 
are the backbone of Christian living. 
Examples of the subjects of the 
twelve units are: "We Honor our 
Fathers and our Mothers," "We are 
Kind to One Another," "Our 'Thank- 
you' Prayers." 

Course 2: Spiritual Growth in the 
Kindergarten. (1952) 

The class which studied this sub- 
ject in 1952 were 4 and 5 years old. 
They were told of their relationship 
to each other in the home, in Church, 
in the neighborhood and in the 
world, and were introduced to the 
birth and early life of the Savior. 

Course 3: Joyful Living. (1953) 

The pupils who studied Course 2 
in 1952 will generally be 5 and 6 
years old in 1953, and will study 
Joyful Living. Some of the subjects 
taught are: "The Blessing of the 
Baby Jesus," "Jesus Grows Up," 
"Jesus Taught Us to Pray." Each 
month introduces a teaching of the 
Savior and applies it to the world 
of the children of these ages. 

Course 4: Living Our Religion, Part 
I. (1952) 

The members of the class which 
studied this course in 1952 were 
generally 6 and 7 years old. The 
course contained seven units; some 
of which were: "Learning Something 
of Ourselves," "Appreciating Our 



Heavenly Father and His Great 
World," "Appreciating Our Church- 
Its Leaders and Principles " "Sup- 
planting Fear With Faith." 

Course 5: Living Our Religion, Part 
II. (1953) 

The members of the class which 
studied Living Our Religion, I in 
1952 will generally be 7 and 8 years 
old in 1953 and will study Living 
Our Religion, Pari 11. This course 
has four units: (a) "Happy Living 
Comes Through Learning to Love 
and Understand Our Heavenly 
Father"; (b) "Happy Living Comes 
Through Following His Teachings"; 
(c) "Happy Living Comes Through 
Growing Up in the Family Com- 
munity"; (d) "Happy Living Comes 
Through Sharing Responsibilities." 

Course 6: History of the Church 
for Children. (1952) 

In 1952 the History of the Church 
for Children was given to the class 
of pupils who were generally of the 
ages of 8 and 9 years. For the first 
time in Sunday School they were 
given a chronological history of our 
modern Church beginnings and 
growth. As in the other classes the 
history became subordinate to the 
Gospel lessons taught, and every 
lesson gave opportunity for the ap- 
plication of some principle of the 
Gospel. For example Lesson 41 in- 
troduced genealogical work, empha- 
sizing pedigree charts and the "Book 
of Remembrance." 

Course 7: What It Means To Be a 
Latter-day Saint. (1953) 

Originally written for children 8 
and 9 years of age, the manual for 
this course has been found particu- 
larly useful for older children. This 
course naturally follows the History 
of the Church. The class which 
studied that subject in 1952 will be 
9 and 10 years of age in 1953 and 
will study What It Means To Be a 
Latter-day Saint. The first part of 
this course is a reiteration of the 
responsibilities which these children 
took on themselves when they re- 
pented and covenanted in the waters 
of baptism. Then follows a study 
of the biographies of Church leaders 
and how their lives affect the re- 
ligious lives of the boys and girls 
of this class. 

Course 8: Old Testament Stories. 

This course was taught in 1952, 
to pupils generally 10 and 11 years 

old. This is an age in which ex- 
ploits of great leaders are vivid in 
the lives of the children; and in the 
hands of a capable teacher, they 
can be the instruments of character 
development. The children will try 
to emulate the deeds of great men. 
The patriarchs and prophets from 
Adam to Samuel, and the kings from 
Saul to Jeroboam form the back- 
ground for religious development in 
this course. 

FVON'T be too anxious about your 
^ awards. Do your work, be pa- 
tient and keep your disposition 
sweet, forget self, and you will be re- 

-From "TIPS" 

Course 9: Leaders of the Scrip- 
tures. (1953) 

Those pupils who studied Old 
Testament Stories in 1952 follow 
naturally in 1953 into Leaders of the 
Scriptures. The students study in 
the same way the prophets of the 
Old Testament from Ehjah to Nehe- 
miah, then Job and Esther; they also 
study the leaders of the Book 
of Mormon from Jared to Moroni. 
These pupils will be approximately 

11 and 12 years old. 

Course 10: The Life of Christ. 

Commencing in 1954, this course 
will be offered biannually to pupils 
who are of the approximate ages of 

12 and 13 years and who have com- 
pleted Leaders of the Scriptures. 
The life of the Savior and his teach- 
ings as they affect us all will be 
taught to this class. 

Course 11: The Church of fesus 
Christ in Ancient Times. (1952) 

The study of the Church as it 
was established by the Savior and 
developed by the first Aposties 
naturally follows the study of the 
Itfe of Christ. The pupils who 
studied this course in 1952 were ap- 
proximately 12 and 13 years old. 
Hereafter (first in 1955) this course 
will be offered to pupils a year older. 
To adjust the schedule to the ages 
of the pupils, a special course called 
11, Ancient Apostles, will be offered 
this class in 1953. 

Course II: Ancient Apostles. (1953) 

Those pupils who studied The 
Church of lesus Christ in Ancient 

Times in 1952 are now ready for a 
gospel study based on the lives of 
the ancient apostles. This will not be 
approached from the standpoint of 
the Church organization which they 
studied last year, but from the per- 
sonal lives of the apostles and the 
lessons these lives teach us. These 
pupils will be approximately 13 and 
14 years old. Although both last 
year's course and this year's are 
numbered 11 (so that hereafter all 
even-numbered courses will be 
taught in even-numbered years), the 
step from the one course to the other 
is as much an advancement as if a 
new number were given it. 

Course 12: The Church of Jesus 
Christ in Modern Times. (1954) 

This course is planned for 1954, 
for those pupils who will study 
Ancient Apostles in 1953. They will 
be approximately 14 and 15 years 
old. It is natural that a study of 
the Church and the ancient apostles 
should be followed by a compara- 
tive study of the Church and its 
apostles in these modem days. Once 
again the pupils become acquainted 
with Church history and its rela- 
tion to Church doctrine. This time 
it is studied in a more advanced and 
detailed fashion. The lessons on the 
eternal hfe of man and the building 
of the temples once again introduce 
temple work in the lives of the boys 
and girls. 

Course 13: The Restored Church 
at Work. (1952) 

The pupils who studied this 
course in 1952 were approximately 
14 and 15 years of age. They were 
old enough to understand more ab- 
stract discussions of the Gospel plan 
than had been presented to them 
theretofore. Their active participa- 
tion in Church organizations was 
furthered at the same time as the 
study of the principles. 

Course 13: Our Standard Works. 
(1952) (1953) 

Those pupils who studied The 
Restored Church at Work in 1952 
will be offered Our Standard Works 
in 1953. (This subject will here- 
after bear the number 13, instead 
of 14 which it was numbered in 
1952.) A study of the origin of our 
scriptures and their influence on our 
lives should create an interest and a 
love for these works that will re- 
(Concluded on page 351.) 





^y oAddie L. Swapp 

r^HiLDEEN are in Sunday School each 
Sunday morning because their 
parents are concerned about their 
spiritual growth. Parents are aware 
of the need for children to get the 
experiences and training that the 
Sunday School offers, and they can- 
not afford to have their children ab- 

Parents have confidence that the 
teachers and administrators of the 
Sunday School are prepared and 
capable to share with them their 
children for two short hours each 
Sunday morning. Through the chil- 
dren, parents and Sunday School 
teachers are brought together in one 
of the most vital and far-reaching 
experiences— religious and spiritual 

People all over the world are 
pleading for spiritual leadership, and 
we in the Sunday School cannot af- 
ford to leave undeveloped a very 
necessary resource — close, under- 
standing relationships with the par- 
ents in our wards. 

Why Is This Relationship Such a 
Necessary Resource? 

Parents know the children, and 
Sunday School workers must know 
these children if they are to under- 
stand them and guide their religious 

Children are the way they are, and 
what they are when they come to 
Sunday School is the result of their 
inheritance and all their experiences. 
Then the teacher must remember 
that the children are growing up— 
and growing is learning. Each child 
has wide possibilities, and which of 
all these possibilities shall be realized 
depends upon what he learns. Living 
in this confused, rapidly changing 
world, the child has a long series of 
tasks to learn. As his mind and body 
grow there are new tasks — new de- 
mands and expectations. 

If he gets wise guidance from 
adults along the way and each task 

is successfully achieved as he grows, 
he is a happy child. If there is failure 
he is unhappy; he is not accepted by 
his social group and other future 
tasks are more difficult. There are 
many factors in a home that de- 
termine how successfully the early 
tasks have been learned. 

Children in our Sunday School 
come from all types of homes; they 
come from parents who are different. 
The family relationships vary from 
extreme dictatorial guidance to very 
permissive, indifferent concern. Thus 
children will vary in the way they 
react to groups and to organizations. 

'pEACH me, God, to know the 
^ right. 

In every w^ay be true, 
That all may see thy guiding light, 

In everything I do. 

—Carol Cornwall 

Children bring with them to Sun- 
day School all their insecurity, their 
fears, the family prejudices, their 
abilities, their interests, their joys, 
their backgrounds in spiritual trainr 
ing and their attitudes of Christian 
living. Some come who have had 
opportunities to live and play with 
children their own age; others come 
who have had associations wholly 
with adults. 

All these differences make every 
teaching situation a challenge, but 
we find encouragement and help in 
the many ways children are alike: 
they are eager to learn; they respond 
to love and understanding from 
adults; they want the approval of 
adults and of their own age group; 
they have an inherent interest and 
love for God's world and great faith 
in prayer; they find security in know- 
ing that his blessings are theirs if 
they live worthy enough to receive 

Parents want help in developing 
faith in children and in helping 

them to learn the great religious 

Parents and teachers may be com- 
pletely unified in the desire to pro- 
mote the children's sound, spiritual 
growth though they may not have 
the same ideas for achieving it. Be- 
havior in the Sunday School situa- 
tion is best understood and children's 
growth is evaluated more satisfac- 
torily if all adults understand their 
children as well as the objectives of 
the Sunday School lessons. For ex- 
ample, in the nursery and kinder- 
garten groups it is an advantage to 
the children if all keep in mind that 
learning is facilitated by concrete 
experiences and opportunities using 
a great deal of activity. These chil- 
dren are confused with abstract 
teaching— the "just telling" of facts 
far removed from their experiences. 

Parents of nursery children often 
question that there is religious value 
in the activity of the two- and two- 
and-one-half-year-old children with 
toys, until these parents see them 
wisely used by a teacher who knows 
their value and who can interpret 
the basic principles involved to the 

The freedom for self-expression, a 
rich environment of pictures and 
music, an opportunity to express 
friendliness to others in the group, 
and thankfulness to Heavenly Father 
aids in effective religious teaching; 
telling adult concepts to children 
does not. 

The emotional development and 
security of some children in the Sun- 
day School situation require coop- 
eration of both parents and teachers. 

Parents and teachers can plan to- 
gether on ways for the parents to be 
helpful in the class when it seems 
advisable for them to stay with the 
children until the latter are secure 
in the situation. The chronological 
age of a child may not be a safe 
guide of his emotional maturity. The 
child may come from a broken home; 



the mother may be working; the 
child may be cared for by other 
people during the day; he may cre- 
ate a difficult problem in a Sunday 
School especially when the group is 
large. Is it not important that teach- 
ers and administrators know this 
background before they take steps 
to discipline a child or to make 
judgments of his emotional maturity? 
Conferences with parents help the 
teacher to understand these needs 
of individual children. Conferences 
give meaning to behavior. Until we 
know the reasons for behavior it is 
not wise to deal with it. 

Another area where there should 
be cooperative understanding is in 
the social development of young 
children— the kind of behavior to 
expect as children learn to share, to 
take turns, to cooperate. Parents may 
punish the same behavior that a 
teacher recognizes as normal for a 
particular age and uses as an op- 
portunity to guide and teach. Or it 
may be that a teacher will punish 
behavior that a parent would direct. 
It is so important that children not 
be confused in their first group ex- 
periences. Attitudes toward Sunday 
School begin in the early years. 

Placement is Important 

The normal growth of children 
during the early years is very rapid. 
Some four-year-olds are "grownup" 
compared with the child who is just 
three. There are some of the more 
mature children who cause difficulty 
when in a class with the younger 
children. When their growth and 
adjustment is not satisfactory it is 
sometimes advisable to place those 
children with another group or in a 
group by themselves. 

This also may be true with the 
children who are five, six, seven, and 
eight years old. Growth may have 
been more rapid for some than for 
others. Behavior will usually indi- 
cate the kind of adjustment the child 
is making. If a child is bored he will 
indicate it by his behavior, or ff the 
lessons are not meaningful he will 
be unhappy. 

It is sometimes advisable for par- 
ents and Sunday School teachers to 
consider replacement for children. 
It is always well ff they are in agree- 
ment lest children become more 

The behavior of the children who 
are ten, eleven, and twelve often 
is the concern of Sunday School 
teachers and administrators. 

At times there is some very per- 
sistent, annoying behavior on the 
part of the same one or two older 
boys in the Junior Sunday School. 
With the right approach, every par- 
ent would welcome a conference 
with all concerned; the boys should 
always be included. A friendly talk 
together is an excellent teaching 
situation. Parents of adolescent boys 
and girls often give helpful informa- 
tion to Sunday School officers and 
teachers relative to how boys and 
girls feel about the class. If a teach- 
er of this age group senses a lack of 
interest, the attendance is irregular. 
If behavior on the part of one or 
more is always disrupting the class 
situation, it would seem only good 
guidance and teaching ff the teach- 
er asks for a conference with parents 
and children and administrators. 

HTHE leaves of autumn do not 
change their color from the 
blighting of frost, but from the 
process of Nature. They fall when 
the fruit is ripened, or when their 
work is done. And their glorious 
hues are but their graceful surrender 
of their summer's mission to God 
and man, a mission of loyalty and 
service, even like that of an eager 
child. The fall of the leaf is a lesson 
to man! 

—Sunshine Magazine. 

Parents have long recognized the 
value of the religious content of the 
Sunday School lessons, but too few 
of them are aware of the opportun- 
ities that the Sunday School offers 
to develop right attitudes and be- 
havior patterns. 

There is a tendency when behavior 
is a problem in the Sunday School 
for parents to keep the young child 
home or for an older child to with- 
draw because of his own feelings. It 
is the teacher's responsibility to en- 
courage attendance and to help par- 
ents to see that through cooperative 
planning the child can be helped, 
for he needs Sunday School. 

There Will Be Obstacles 

No matter how full of potential 
values a close relationship with par- 
ents in a Sunday School situation 
may be, the teacher must recognize 
the obstacles and try to overcome 
them. Most may be overcome by a 
friendly cooperative spirit and a real 
interest in the spiritual development 
of all children. 

"Cooperation is a continuous proc- 
ess. It is achieved through the con- 
stant interweaving of interests, the 
constant relating of efforts, the ever- 
changing pattern of activities, little 
or big, as people work together to 
meet human needs." 

Concerning Values in Home and 
Sunday School Cooperation 

Parents, children, and teachers 
learn to appreciate each other. There 
are satisfactions for helping to create 
conditions favorable for the children 
to grow in their spiritual develop- 

Tensions between home and Sun- 
day School workers are reduced. The 
strains are lessened especially when 
the behavior of a child has been a 
problem. Parents and teachers grow 
in their understanding of what is 
desirable religious training for chil- 

Values for Children 

Wonderful things may happen to 
children when they sense a unity of 
purpose between their parents and 
the Sunday School. Teachers can 
know more about the children and 
give them the help they need. Par- 
ents then understand what teachers 
are trying to do. 

The adjustment problems are 
made easier when parents and chil- 
dren are working together to find 
and deal with causes of behavior. 

Values for Parents 

Parents develop greater security 
in the job that is theirs in the spir- 
itual development of their children. 
Their experience is enriched through 
opportunities to know more about 
children. They acquire insights and 
skills which make them better par- 

Effective Working Relationships with 
Parents "Pay Off" for Teachers 

Teachers gain more opportunities 
to teach effectively. They achieve 
better results with children because 
they know more about the boys and 
girls they teach, understand what 
their homes are like, and what their 
parents are trying to do for them. 

The teachers grow through greater 
sensitiveness to the needs of children 
and their families. 

T^EXT month's article will be "Being 
"''^ A Teacher" by Margaret Ipson. 




I will think of Jesus 

And in His name I'll pray, 
That I may love and serve Him 

Upon this holy day. 

The following supplementary ma- 
terial may be used for enrichment 
purposes in any of the departments 
of the Junior Sunday School. 


Six golden keys of sunshine- 
One's never found alone. 

If used with care and kindness, 
They'll soon be all your own. 

The first key says, "Good morning"; 

'Twill open any door. 
The second one is "Thank you"; 

We'd like to hear it more. 

"Please" and "Pardon me" 
Are two keys which we need. 

If we want friends and playmates. 
These words we'll always heed. 

The fifth key is important, 
Though seldom heard, 'tis true. 

He's loving, kind and thoughtful. 
Who says, "May I help you?" 

The last key tops the rest, 
Although it's not used often: 

"Forgive me, please," if asked 
Can make a hard heart soften. 

Don't lose these keys, but keep 

And use them every day; 
Then God will love His childreaa 

And listen when they pray. 

—Carol Cornwall 

A verse to talk about, a second listen- 
ing could be enhanced with pic- 


Spme things go to sleep in such a 

funny way: 
Little birds 
Stand on one leg and tuck their 

heads away; 

Chickens do the same, standing on 

their perch; 
Little mice 
Lie soft and still as if they were in 


Kittens curl up close in such a funny 

Horses hang 
Their sleepy heads and stand still 

in a stall; 

Sometimes dogs stretch out, or curl 

up in a heap; 
Cows lie down 
Upon their sides when they would 

go to sleep. 

But littie babies dear are snugly 

tucked in beds; 
Warm with blankets 
AH so soft, and pillows for their 


Bird and beast and babe— I wonder 

which of all 
Dream the dearest dreams 
That down from dreamland fall! 

—Author unknown 


He took a rooted seed 

From his heart, 
And planted it 

In my life. 
It grew and grew. 

In sun and rain 
And storm and calm. 

And now 
It is my life! 

—Harold M. Doxsee, 
Sunshine Magazine 


I thank Thee, dear Lord Jesus 
For all the trees and flowers. 
Thy gifts of love so precious, 
And many happy hours. 

I thank Thee, too, for food and 

And picture books and toys, 
Please teach me to be always kind, 
To other girls and boys. 

And bless all those who love me. 
And help me grow to be 
A happy, helpful little child 
To show that I love Thee. 


When we take the sacrament, 
We promise to obey. 
And love and follow Jesus 
In all we do and say. 

—Carol Cornwall 


In our Sunday School room there's a bright, smiling 

And it tells us each hour of the day. 
When each Sunday it points to (eleven o'clock) 

Our teachers we then must obey. 

With hands folded quietly and lips locked up tight. 
Our two feet placed straight on the floor, 

We know in our Sunday School we do what is right 
As soon as we enter the door. 

We join in the singing and listen each week 

To what Jesus has asked us to do. 
We each raise our hands when it's our turn to speak, 

And we do our part willingly, too. 

So each Sunday you'll find us right where we belong 
When our clock says it's time to begin. 

We'll learn of God's love in both lesson and song, 
And we'll praise and give thanks unto Him. 

—Carol Cornwall 


Thanksgiving is a jolly time 

That comes along in November. 
It should also be a thankful time 

If we don't forget to remember. 
The things we have to be thankful for: 

Our homes and our parents so dear, 
This country that gives us our freedom and life. 

And all of the good things here. 

So whfle we're having a holiday- 
It might be well to remember— 

We can be thankful every day, 
Not just one day in November. 

—Mrs. Seth Harper 

Before you flare up at anyone's faults, take time to 
count ten— ten of your own. 

Work is the yeast that raises the dough. 

Too many of us conduct our lives on the cafeteria 
plan— self-service only. 



pupils had great fun correcting their 
own papers and discussing the an- 

Members o£ the stake presidency 
were always helpful and cooperative, 
and they allowed us time in the Sun- 
day evening session of the stake 
quarterly conference for graduation. 
We were very proud to have seventy- 
four pupils who had met all the re- 
quirements we had set up for gradua- 
tion and who were present that eve- 
ning to receive their certificates. 
They occupied one full section of 
the main chapel, and as the names 

were called, they walked to the 
stand past the rostrum and received 
their certificates from Stake Presi- 
dent John D. Hill. After the certifi- 
cates were awarded, Orson W. Chris- 
tensen, assistant to the stake Sunday 
School superintendent, presented to 
each woman teacher a lovely corsage 
and to each man teacher a carnation. 
Altogether, the exercises were short 
but impressive and, I'm sure, very 
rewarding to the pupils and teach- 

On Sunday afternoon prior to the 
graduation an open house for all 


( Concluded from page 345. ) 

pupils, stake Sunday School superin- 
tendency and board members, the 
stake presidency and all bishops and 
all ward Sunday School superin- 
tendencies of the stake, was held at 
the home of the stake board mem- 
ber in charge of teacher training. 
This was sponsored in cooperation 
with the teacher training teachers. 
All seemed to enjoy this social cli- 
maxing their teacher training course. 
This teacher training program can 
be successful, but it takes eflEort, or- 
ganization, personal contact and co- 
operation from the bottom up! 


(Concluded from page 347.) 

main with the students and create 
habits of reading them. Pupils in 
this class in 1953 will be approxi- 
mately 15 and 16 years of age. 

Course 15: Life in Ancient Amer- 
ica. (1952) (1953) 
Once again the pupils study the 
Book of Mormon, this time from a 
historical and doctrinal viewpoint 
rather than from a study of person- 
alities, as they had done when they 
were about eleven years old. The 
class which studied this in 1952 will 
not repeat it, but will study Course 
17. Those who will study Life in 
Ancient America in 1953 studied 
Our Standard Works in 1952. They 
will be approximately 17 years old. 

Course 16: The Gospel Message. 


This course is designed to lead 
the members of the class to a clear 
understanding of the Gospel and to 
develop the ability of young men 

and women to stand on their feet 
before a group and defend or ex- 
plain the Gospel of Christ. It was 
offered in 1952 to a class of young 
people of 19 and 20 years. (It was 
numbered Course 17 in 1952.) 

Course 17: Good Tidings to All 
People. (1953) 

The objectives of this course are 
the same as those of The Gospel 
Message and continue the develop- 
ment of the understanding of young 
people for principles of the Gospel. 

Their ability to explain Gospel 
principles will be increased through 
this understanding. This course will 
be offered to those pupils who in 
1952 were studying Life in Ancient 
America. The course is open to 
those who in 1952 studied The Gos- 
pel Message although these students 
studied Good Tidings to All People 
in 1951 and ordinarily would go into 
one of the adult classes. 

Adult Elective Courses: 

Page 340 of this issue of The 
Instructor lists these adult courses. 
The Handbook, manuals, and teach- 
ers' supplements will give the de- 
tails of these courses and their ob- 

Each of the courses from Course 1 
to the Adult Courses has a place as 
a necessary step in the progress of 
learning in the Sunday School. It 
is fortunate that teachers with pet 
subjects only rarely choose to step 
out of line and teach those subjects 
which deprive their classes of parts 
of the whole graded plan of Sun- 
day School education! Valuable as 
those pet subjects may be by them- 
selves, they lose much of their value 
when not fitted into the integrated 

A teacher who knows how his 
class is a part' of an integrated whole 
is better able to influence the lives 
of his pupils. 

four phrases just as the congrega- 
tion does. The whole notes are in- 
tended to be held only half of their 
value and to be followed by half 

rests. This may not be the letter of 
the law, but it is the spirit of the 
law which all musicians are supposed 
to understand. 


( Concluded from page 344. ) 

Observe a medium tempo, as 
marked — neither too fast nor too 

—Alexander Schreiner 

OAY no attention to ill-natured re- T ET your virtues, if you have any, 
^ marks about you. Simply live ^ speak for themselves, and refuse 
so that nobody will believe them, to talk of another's vices. Discour- 
Disordered nerves and a bad diges- age gossip. Make it a rule to say 
tion are a common cause of back- nothing of another unless it is some- 
biting, thing good. 

-From "TIPS" -From "TIPS" 

PRESERVE an open mind on all 
debatable questions. Deliberate 
but do not argue. It is a mark of 
superior minds to disagree and yet 
be friendly. 

-From "TIPS" 





The quickest way to wipe out a friendship is to 
sponge on it. 

You can be sure that if you laugh at your troubles, 
you will never run out of things to laugh at. 

Rules for making a speech: Get up, speak up, shut up, 
sit down. 

Speak well of your enemies— you made 'em! 

Most people make a mistake in looking too far for 
things close by. 

Obstacles are those frightful things you see when you 
take your eye off the goal. 

When at a loss for the right thing to say, try silence. 

If you don't claim too much wisdom, people will give 
you credit for more than you have. 

There is no such thing as an idle rumor. They're 
always busy. 

People expect a lot these days. Some of them even 
want a house on it. 

All men may be born equal, but what they equal 
later counts. 

Don't forget that an automobile can easily change 
recreation into a wreck-creation. —Sunshine Magazine. 


Three men were arguing over whose profession was 
first established on earth. 

Said the surgeon, "The Bible says that Eve was made 
by carving a rib out of Adam. I guess that makes mine 
the oldest profession." 

Said the engineer, "Not at all. An engineering job 
came before that. In six days the Earth was created out 
of chaos— and that was an engineer's job." 

Said the politician, "Yes, but who created the chaos?" 

—Sunshine Magazine. 

These fabulous and fantastic "forties" and "fifties" 
will probably be known historically as "The Age of 
Chiselry." —Sunshine Magazine. 


There is an anecdote about the late Paderewski, 
pianist-composer-statesman, which illustrates the un- 
questioning adherence to duty. He was stopping at a 
Chicago hotel during a concert appearance. Down the 
hall from his suite there lived a restive guest, who 
became annoyed at the sound of someone practicing 
simple piano exercises. After several days had elapsed, 
and still not knowing the identity of the famous guest, 
the annoyed person knocked upon Paderewski's door. 

The famous pianist listened quietly to the complaint, 
and then introduced himself. Sensing that the com- 
plainant was embarrassed, he explained that the only 
way complete mastery of music could be obtained was 
through constant obedience to the most elementary 
rules governing music. "Harmony cannot be acquired 
in any other way," said Paderewski; "it is necessary 
that I practice my exercises every day. If I miss a day, 
I notice it. If I miss two days in succession, my wife 
notices it. If I miss three days, my audience notices it!" 

—Sunshine Magazine. 


Elsie: "She got her feelings hurt because she kept 
overhearing the word 'idiot' and thought you were re- 
ferring to her." 

Elizabeth: "How conceited— as if there were no 
other idiots in the world." —Sunshine Magazine. 

At the age of twenty we don't care what the world 
thinks of us; at thirty we worry about what it is think- 
ing of us; at forty we discover that it wasn't thinking 
of us at all. 

To argue with a woman is like going into a shower 
bath with an umbrella over you. What good does it 
do? —Sunshine Magazine. 

By Lorna C. Alder 

O come, let us sing unto the Lord: . . , 

Let us come before his presence with thanksgiving, . . . 

For the Lord is a great God, ... 

The sea is his, and he made it: 

And his hand formed the dry land . . . 

Let us kneel before the Lord our maker. 

-Psalms 95:1-6. 

We thank Thee, our Heavenly Father, 
". . . For the precious things of heaven, for the dew, . . . 
And for the precious fruits brought forth by the sun, 
And for the precious things put forth by the moon, . . . 
And for the precious things of the lasting hills. 
And for the precious things of the earth and the fulness 
thereof." —Deuteronomy 33:13-16. 





". . . Where are the nine?" 

^NLY a master of rhetoric could tell the powerful 
story that Luke unfolds in just 148 words in your 

New Testament.* That is less than a minute of reading. 

Luke's story 
takes you with 
Jesus on his way 
to Jerusalem one 
day. As the 
Master entered 
a certain vil- 

lage, ten lepers 
called to him 
from a distance. 
At least some of 
their pleas must 
have been 
hoarse, almost 
whispered b e - 
cause the dread 
disease often 
swelled parts 
of the throat as 
well as the face 
and the limbs. 

"Jesus, Mas- 
ter, have mercy 
on us," they 

His reply was both a command and a blessing: "Go 
shew yourselves unto the priests." Law required that, 
once healed, a leper must first be pronounced clean by 
the priest before receiving acceptance in the com- 
munity. "As they went, they were cleansed," Luke 

One of them, seeing himself healed from the afflic- 
tion that so often puckered the face grotesquely, turned 
back. With a loud— and no doubt clearer— voice, he 
"glorified God." This Samaritan then fell on his face at 
the feet of the Lord, "giving him thanks." 

"Were there not ten cleansed?" Jesus responded. 
"But where are the nine?" 

There at the village entrance were ten opportunities 
for gratitude. There was only one response. There were 
ten lepers cleansed; there were ten opportunities to 
give thanks, but only one response. 

Why did not the other nine turn back? Who knows? 
Perhaps one was too overjoyed with the thoughts of 
returning to his wife and family to think of turning 
back. Another may have been in too big a hurry to 
rejoin his old mates at the club. 

Another may have scurried pellmell for the priest 
and his former employer to get back on the job. The 
idea of thanks may not have even occurred to some of 
the nine. Others may have wanted to turn back, but 
felt they could not spare the time. And there could 
have been one or two who decided they would say a 
word of thanks the next time they saw Jesus. 

Think for a minute about Luke's story. We probably 
do not always recognize them, but each of us has 

•Luke 17:11-19. 

those cleansed lepers passing our path every day. They 
are opportunities for giving thanks. Simple things, but 
they are often so significant. After all, those healed 
lepers were not so different from so many of us during 
the Thanksgiving season. How many times do we let 
thoughts of the feast and festivities crowd out the 
nobler reflections on thanks? How many times do we 
turn back for gratitude? 

You will probably think of better ones, but consider 
these opportunities for gratitude from a Sunday School 
officer or teacher in the Church of Jesus Christ of 
Latter-day Saints: 

1. For the privilege of giving— giving the precious 
gift of the restored gospel of the Master to others. 

2. For the weekly reminder to live more abundantly 
and joyously that comes through preparing and pre- 
senting a gospel lesson. 

3. For the opportunity of associating with some of 
the best people in the world in their best attire and 
attitude at the best hour of the best day of the week. 

4. For the self-development that comes through your 
own leadership and activity in the Sunday School. 

5. For the privilege of worshiping in a house that 
you have probably helped erect through your own 
personal contributions— a house that is yours to share 
with the Lord. 

6. For the weekly opportunity of praying together 
with your neighbors- your fellow Church members. 

7. For the blessings of missionary work through the 
Sunday School— the matchless opportunity tiiere of dis- 
covering or reclaiming souls who for some reason had 
not been enjoying the blessings of Church affiliation. 

8. For the fellowship and solidarity in the Church 
that is renewed and strengthened through Sunday 
School performance— the feeling that here are friends 
who with you will share your trials as well as your 

9. For the strength that comes through observing in 
action, well-lived lives of others you meet at Sunday 

10. For the many kind little acts that come from 
others at Sunday School or through its associations- 
such as gestures of appreciation from pupils, assists 
from the ward superintendency or stake board, and 
helps from the custodian. 

There are ten. You add some more— more things for 
which to give thanks as a Sunday School officer or 
teacher. It may sound trite, but it is nevertheless true: 
Sunday School service offers so many more blessings 
than the demands it makes. Most people say their 
m-ayers-few genuinely pray often. And is it not true, 
that so frequently when we do pray the appeal is an 
"SOS" rather than a "thank-you" note? 

There is so much new every day for which to 
be grateful. There is so much in the Sunday School 
for expressing thanks-to the Lord and to our feUow 
Church members. Those cleaased lepers-opportunities 
for gratitude-are all the time passing. For how many 
do you pause? -M^endell J. Ashton